Developmental Milestones

© Lesia Oesterreich, M.S. Family Life Extension Specialist Human Development and Family Studies Iowa State University

Motor Skills Milestones

There are two categories within the area of motor skills: gross motor and fine motor.
Gross motor skills deals with large muscle groups such as walking. Fine motor incorporate the small muscles such as writing.

By age one:

Gross Motor:

• sits without support
• crawls
• pulls self to standing position and stands unaided
  
• walks with aid
• rolls a ball in imitation of adult

Fine Motor:

• reaches, grasps, puts object in mouth
• picks things up with pincer grasp (thumb and one finger)
• transfers object from one hand to the other
• drops and picks up toy

Between ages one and two:

Gross Motor:

• walks alone
• walks backwards
• picks up toys from floor without falling
• pulls toys, pushes toys
• seats self in child size chair
• walks up and down stairs with hand held
• moves to music

Fine Motor:

• builds tower of three small blocks
• puts four rings on stick
• places five pegs in pegboard
• turns pages two or three at a time
• scribbles
• turns knobs
• throws small ball
• paints with whole arm movement, shifts hands, makes strokes

Between ages two and three:

Gross Motor:

• runs forward well
• jumps in place with two feet together
• stands on one foot (with aid)
• walks on tiptoe
• kicks a ball forward

Fine Motor:

• strings four large beads
• turns single pages
• snips with scissors
• holds crayon with thumb and fingers (not fist)
• uses one hand consistently in most activities
• imitates circular, vertical, horizontal strokes
• paints with some wrist action; makes dots, lines, circular strokes
• rolls, pounds, squeezes, and pulls clay

Between ages three and four:

Gross Motor:

• runs around obstacles
• walks on a line
• balances on one foot for five to ten seconds
• hops on one foot
• pushes, pulls, steers wheeled toys
• rides tricyle
• uses slide independently
• jumps over six inch high object and lands on both feet together
• throws ball overhead
• catches a bounce ball

Fine Motor:

• builds tower of nine small blocks
• drives nails and pegs
• copies circle
• imitates cross
• manipulates clay material (rolls balls, snakes, cookies)

Between ages four and five:

Gross Motor:

• walks backward toe-heel
• jumps forward 10 times without falling
• walks up and down stair independently, alternating feet
• turns somersault

Fine Motor:

• cuts on line continuously
• copies cross
• copies square
• prints some capital letters

Between ages five and six:

Gross Motor:

• runs lightly on toes
• walks on balance beam
• can cover 2 meters hopping
• skips on alternate feet
• jumps rope
• skates

Fine Motor:

• cuts out simple shapes
• copies triangle
• traces diamond
• copies first name
• prints numerals 1 to 5
• colors within lines
• has adult grasp of pencil
• has handedness well established
• pastes and glues appropriately

Social Skills Milestones

By one:

• smiles spontaneously
• responds differently to strangers than to familiar people
• pays attention to own name
• responds to no
• copies simple actions of others

Between ages one and two:

• recognizes self in mirror or picture
• refers to self by name
• plays by self; initiates own play
• imitates adult behaviors in play
• helps put things away

Between ages two and three:

• plays near other children
• watches other children; joins briefly in their play
• defends own possessions
• begins to play house
• symbolically uses objects, self in play
• participates in simple group activity
• knows gender identity

Between ages three and four:

• joins in play with other children; begins to interact
• shares toys; takes turns with assistance
• begins dramatic play, acting out whole scenes

Between ages four and five:

• plays and interacts with other children
• dramatic play is closer to reality, with attention paid to detail, time, and space
• plays dress-up
• shows interest in exploring sex differences

Between ages five and six:

• chooses own friends
• plays simple table games
• plays competitive games
• engages in cooperative play with other children involving group decisions, role assignments, fair play

Developmental Sequences of Language Behavior

1-2 yrs:

• Understands simple commands (13-18mos.)
• Recognizes familiar objects, persons and pets (14-18mos.)
• Identifies 1 body part(18mos.)
• Identifies 3 body parts(20m)
• Identifies 5 body parts(22m)

Expressive:

• Average sentence length:1.5 words
• 50% of words are nouns at 18months, 39% at 24 months
• 2 or 3 word combinations at 18 months
• 10-20 word vocabulary at 18 months, 200 words at 24 months
• Jargon peak at 18 months, gone at 24 months
• Omissions of articles and helping verbs
• Adjectives and adverbs appear in speech (good, bad, nice, hot, cold, etc.)
• Simple verb forms appear(see, want, go)
• First phrase
• First sentence
• First pronoun (often discriminations between I, me and you)
• Imitates many words
• Uses stereotyped phrases(don't cry, be careful, get down)

2-2 1/2 yrs:

• Demonstrates an understanding of several action words by selecting appropriate pictures (24-27 months)
• Recognizes and identifies general family names(mom, grandma, etc.)(24-27months)
• Distinguishes between 'in' and 'under'
• Distinguishes between 'one' and 'many'
• Listens to simple stories
• Identifies object by use(comb is for hair, spoon is for mouth, etc.)
• Understands come-go, run-stop, give-take
• Understands differences of 'show me the car pushing the truck, 'the truck pushing the car'.
• Comprehends all sentence structures
• Understands size differences(27-30months)

Expressive :

• Names familiar objectives of environment(24m)
• Jargon substantially decreased
• 200-300 word vocabulary
• Asks simple questions(where ball?)
• Says full name Improvises own word order(look me no)
• Repeats 2 digits from memory
• Uses 'a' and 'the' correctly
• Uses 'and'(ie. mummy and daddy)

2 1/2-3 years:

• The period from 2-3 years is predominantly one of transition, when jargon is discarded and when objects and pictures are recognized. A child can now combine 3 words to build a sentence; the 3 word sentence is typical of 2 years.
• Rapid increase in comprehension (400 words @ 30 months, 800 words @ 36 months)
• Responds to commands using on, under, up, down, over there, jump
• Responds to commands using two related actions(run fast)
• Understands taking turns
• Can carry out simple 2-step commands
• Identifies 7 body parts
• Shows an interest in explanations of why and how
• Demonstrates an understanding of most common adjectives

Expressive :

• Begins to use verb contractions(30 months)
• Imitates 2-word combinations(30 months)
• Dysfluencies are common(30 months)
• Rapid vocabulary expansion(900 words)
• Uses short simple sentences(3.1 word average)
• 90% of speech readily understood
• Relates simple imaginitive tales
• Carries on purposeful conversation
• Talks when playing alone
• Talks about immediate experiences
• Describes actions in a book
• Beginning to ask questions
• Identifies objects by name and use
• Uses personal pronouns(most use first and second personal pronouns correctly)
• Beginning to use verb inflections(simple past tense, -ing)
• Beginning to use noun inflections(simple plurals, possessives
• Continued increase in use of adjectives
• Uses prepositions (prepositions of location are first)
• Verbalizes toilet needs
• Asks for another
• Can name 3 objects in a picture
• Knows a few rhymes
• Repeats 3 digits

3-4 yrs:

• Improving in listening skills and beginning to learn from listening
• Understands up to 1500 words by age 4
• Recognizes plurals, pronouns such as his, her, him, she, adjectives
• Comprehends complex and compound sentences

Expressive :

• Expressive vocabulary 900-1500 words.
• Mean sentence length 4.3 words.
• Speech usually 90-100% intelligible in context
• Still slight trouble with sentence structure
• Can carry on long conversations
• Bosses and criticizes others
• Articulation skills improving, may still have trouble with /f/,/v/,/th/,/s/,/z/,/sh/,/j/,/l/,/r/,/ch/
• Uses more compound and complex sentences which are more gramatically complete more consistent and correct use of plurals and possessives
• Question asking 'why' stage
• Uses what, where, and how
• Uses pronoun 'we'
• Can complete opposite analogies: sister is a girl, brother is a _____.

4-5 yrs:

• Comprehends 1500-2000 words
• Carries out more complex commands, with 2-3 actions
• Understands dependent clause:if, because, when and why

Expressive:

• Vocabulary at approximately 2000 words
• Mean sentence length 4.3 words
• Articulation 80% correct
• Can define words in terms of use
• Language is fairly complete in structure and form
• Uses conjuctions and understands prepositions
• Uses longer, more complex sentences
• Will reply to simple questions:What is a house made of?
• Will tell a story about himself or environment
• Continues to make grammatical errors

5-6 yrs:

• Understands vocabulary of 2500-2800 words
• Responds correctly to more complicated sentences, but is still confused at times by involved sentences

Expressive:

• Expressive vocabulary 2500 words
• Mean sentence length is 5-6 words
• Articulation is intelligible
• Uses almost all phrase structure and rules of adult english, although incorrect forms still occur periodically
• All pronouns used consistently and correctly
• Comparitive adjectives are used: small-smaller, soft-softer
• Can answer telephone and carry on conversations
• Correct use of irregular verbs: be, go, do, get, can, have, will, etc.
• Articles a, an, and the correct
• Uses prepositions: to, of, in, up, on, etc.
• Can tell a familiar story

Ages and Stages

Six Through Eight

• Six, seven, and eight-year-olds build on the important developments of the first 6 years of life and seem to settle down to a steadier pace of growing and learning. Young school-age children are interested in real life tasks and activities, and pretend and fantasy lessen considerably. School-agers want to make "real" jewelry, take "real" photographs, and create "real" collections.
• School-age children have longer attention spans. They are more likely to stick with things until the project is finished, the problem solved, or the argument resolved. Doing things together with friends, teamwork, and following rules become very important. This age group is fascinated by rules and can develop games with extensive rules and rituals.

Physical Development:

• skilled at using scissors and small tools
• development of permanent teeth
• enjoys testing muscle strength and skills
• good sense of balance
• can catch small balls
• can tie shoelaces
• enjoys copying designs and shapes, letters and numbers
• can print name
• long arms and legs may give gawky awkward appearance Intellectual Development
• may reverse printed letters (b/d)
• enjoys planning and building
• doubles speaking and listening vocabularies
• reading may become a major interest
• increased problem
• solving ability
• interested in magic and tricks
• longer attention span
• enjoys creating elaborate collections
• able to learn difference between left and right
• can begin to understand time and the days of the week

Social and Emotional Development:

• being with friends becomes increasingly important
• interested in rules and rituals
• girls want to play more with girls; boys with boys
• may have a best friend and an enemy
• strong desire to perform well, do things right
• begins to see things from another child's point of view, but still very self-centered
• finds criticism or failure difficult to handle
• views things as black and white, right or wrong, wonderful or terrible, with very little middle ground
• seeks a sense of security in groups, organized play, and clubs
• generally enjoys caring for and playing with younger children
• may become upset when behavior or school
• work is ignored

Ideas for Caregivers

• Provide opportunities for active play. Throwing at targets, running, jumping rope, tumbling, and aerobics may be of interest.
• Provide opportunities to develop an understanding of rules by playing simple table games: cards, dominoes, tic-tac-toe, etc.
• Provide opportunities for children to do non-competitive team activities such as working a jigsaw puzzle or planting a garden.
• Encourage children's sense of accomplishment by providing opportunities to build models, cook, make crafts, practice music, or work with wood.
• Encourage children's collections by allowing them to make special boxes or books in which to store their collections.
• Encourage reading and writing by allowing children to produce stories with scripts, create music for plays and puppet shows, produce a newspaper, record events, go on field trips, or conduct experiments.
• Help children explore their world by taking field trips to museums, work places, and other neighborhoods. Invite community helpers to your home.

Permission to use this information was very kindly granted by Brad from AutismInfo.com