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months
HEALTH & MOTOR
Stretches legs out and kicks when lying on stomach or back Raises head and chest up when lying on tummy Pushes down on legs when feet are on a hard surface Begins to make smoother movements with arms and legs by 3 months old Opens and shuts hands Brings hands to mouth Grasps with entire hand when finger or rattle is placed in palm Focuses on objects up close (6-12 inches away) Prefers to gaze at black-white contrast and human faces Tracks slow moving objects with eyes
LANGUAGE & LITERACY
Startles at loud sounds Quiets or smiles when spoken to Starts to turns eyes or head toward sounds Cries; by 3 months will start to make different cries for different needs (hungry, tired) Makes pleasure sounds (coos and goos) Listens to and looks at a book for brief periods of time
SOCIAL-EMOTIONAL
Likes to be held close and cuddled Turns head toward familiar voice Enjoys looking at faces Begins to smile and coo at people Enjoys playing with people and might cry when playing stops Cries when hungry, uncomfortable, tired, or unhappy Can briefly calm self by sucking on hand or pacifier Is comforted by voice, sight, smell, and touch of familiar caregiver
COGNITIVE
By 3 months, spends more time awake and alert Tracks or follows objects with eyes Looks back and forth briefly from one object to another
RED FLAGS
Teachers should talk to parents or guardians if they notice one or more of these signs of possible developmental delay. Parents should discuss red flags with their pediatricians or call Early Childhood Intervention (ECI) to ask for a developmental screening. Doesn’t respond to loud sounds Doesn’t watch things as they move Doesn’t smile at people Doesn’t bring hands to mouth Can’t hold head up when pushing up when on tummy Administrator’s Name: Date(s) of Administration: Tip: If completing multiple times (e.g., once per month), use a different colored pen for each administration. DEVELOPMENTAL CHECKLIST
months
HEALTH & MOTOR
Holds head steady, unsupported Rolls from back to tummy and tummy to back Pushes up on forearms when lying on tummy Begins to sit with support Pushes down on legs or bounces on feet when supported in a standing position Reaches, grasps and holds objects Uses both hands to explore toys and bring them to mouth Shakes and bangs objects Grasps and plays with feet while lying on back Focuses eyes on small objects up close as well as objects a few feet away By 5 months, develops good color vision Reaches for spoon while being fed Closes mouth firmly or turns head away when hunger is satisfied Teeth may begin to appear Begins to sleep for a longer period through the night
LANGUAGE & LITERACY
Responds to changes in tone of voice Begins to turn in response to name Responds to music and singing Laughs aloud Starts to babble with sounds like p, b, m Vocalizes to get attention, express displeasure, show eagerness Produces raspberries, squeals, trills May start to imitate sounds s/he hears Takes turns making sounds with others Reaches toward and touches a book May respond to caregiver’s voice while reading by smiling and cooing
SOCIAL-EMOTIONAL
Observes people and activities Responds with eye gaze, smiling, and cooing when spoken to, picked up, or shown affection by a familiar caregiver Initiates social interactions with others by making eye contact and cooing Copies some facial expressions, like smiling or frowning Laughs aloud, squeals, blows bubbles Shows excitement by waving arms and legs Communicates distress verbally (fusses, cries) and nonverbally (turns head, frowns, arches back, spits up) Stops crying when a familiar caregiver comes near Responds to other people’s emotions
COGNITIVE
Looks around and shows curiosity about things nearby in environment Reaches for objects Begins to explore objects (e.g., banging, putting in mouth) Begins to experiment with cause and effect (e.g., shaking a rattle to make noise) Begins to act bored or fuss if activity does not change Forgets about object when removed from view Administrator’s Name: Date(s) of Administration: Tip: If completing multiple times (e.g., once per month), use a different colored pen for each administration. DEVELOPMENTAL CHECKLIST
RED FLAGS
Teachers should talk to parents or guardians if they notice one or more of these signs of possible developmental delay. Parents should discuss red flags with their pediatricians or call Early Childhood Intervention (ECI) to ask for a developmental screening. Has trouble moving one or both eyes in all directions by 4 months Can’t hold head steady by 4 months Doesn’t coo or make sounds by 4 months Doesn’t push down with legs when feet are placed on a hard surface by 4 months Doesn’t try to get things that are in reach Shows no affection for caregivers Doesn’t respond to sounds around him Has difficulty getting things to mouth Doesn’t make vowel sounds (“ah”, “eh”, “oh”) Doesn’t roll over in either direction Doesn’t laugh or make squealing sounds Seems very stiff, with tight muscles Seems very floppy, like a rag doll
months
HEALTH & MOTOR
Changes positions without help (between crawling, sitting, standing) Pulls self to stand Cruises or walks holding on to furniture May stand alone May take a few steps or walk while holding adult’s hands “Dances” or moves body to music Bangs two small objects together Puts objects in and out of container Waves bye-bye Claps hands Sees distant objects (15-20 feet away) Drinks from cup with assistance Finger feeds self; may remove food from mouth, look at it, and put it back in
LANGUAGE & LITERACY
Recognizes name Participates in language games such as peek-a-boo and patty cake Understands name of 1 body part recognizes words as symbols for objects By 12 months, has 1-2 words including sounds with meaning such as “Mama”, “Dada”, “Uh-oh” Imitates familiar sounds Produces true words during sound play Uses several gestures like showing, giving, waving, and pointing Babbles with imitation of real speech and with expression Reaches for the favorite of two books offered Especially likes books with single pictures of familiar objects Looks at pictures that are named Opens and closes book Pays attention to a story for a few minutes at a time
SOCIAL-EMOTIONAL
Repeats sounds and actions that get attention or laughter Shows affection to others, such as hugs, pats, and kisses Uses several gestures like showing, pointing, and waving bye-bye Plays simple interaction games, such as peek-a-boo and pat-a-cake Looks to familiar adults for comfort Is shy or nervous with strangers and may cry when separated from primary caregiver (“stranger anxiety”) Understands “no” Begins to show a sense of humor, for example laughing at funny faces
COGNITIVE
Takes action with a goal in mind (e.g., avoids diaper change by crawling away) Gives an object to adult on request, expects to have it returned immediately Remembers and finds object hidden under cloth or cup Shows interest in putting objects in and out of containers Stacks rings on peg Understands that an illustration or photo in a book represents a real object
RED FLAGS
Teachers should talk to parents or guardians if they notice one or more of these signs of possible developmental delay. Parents should discuss red flags with their pediatricians or call Early Childhood Intervention (ECI) to ask for a developmental screening. Doesn’t crawl Can’t stand when supported Doesn’t search for things that she sees you hide Doesn’t say single words like “mama” or “dada” Doesn’t learn gestures like waving or shaking head Doesn’t point to things Loses skills he once had Administrator’s Name: Date(s) of Administration: Tip: If completing multiple times (e.g., once per month), use a different colored pen for each administration. DEVELOPMENTAL CHECKLIST
months
HEALTH & MOTOR
Rolls a ball Climbs up stairs Walks independently Squats to pick something up Pushes/pulls toys while walking Points to things Turns board book pages Holds crayon in fist and makes marks on paper or surface Begins to stack blocks Holds and drinks from cup by self Begins to eat with a spoon with some spilling Begins to help with undressing
LANGUAGE & LITERACY
Understands names of many objects points to several body parts Follows simple commands with gestures shows early pretend play (e.g., uses spoon as telephone) Uses 5-50 words, including names Points to show something s/he wants Shakes head and says “no” May start to combine words (e.g., “more cookie”, “car go”) Gives book to caregiver to read aloud Holds book with help Turns board book pages Points to pictures in a book to show interest Copies caregiver’s reactions to the book Begins to name some familiar objects in pictures Grasps a crayon and makes marks on paper or surface Holds crayon or marker in fist
SOCIAL-EMOTIONAL
Shows joint attention (e.g., points to car and looks at caregiver to make sure the caregiver sees it too) Brings toy to share with caregiver Enjoys praise and clapping to celebrate accomplishments Moves toward or away from people or objects to express comfort/discomfort Looks to caregiver for reassurance when faced with a new situation Often attached to favorite toy or blanket
COGNITIVE
Shows understanding of how objects go together (e.g., cup on saucer, spoon in bowl) Tries to make mechanical objects work after watching someone else do it Solves problems by trial and error (e.g., inverts bottle to obtain object) Engages in simple pretend play (e.g., pretends to drink from an empty cup, feed a doll/stuffed animal, roll a car, talk on a play phone)
RED FLAGS
Teachers should talk to parents or guardians if they notice one or more of these signs of possible developmental delay. Parents should discuss red flags with their pediatricians or call Early Childhood Intervention (ECI) to ask for a developmental screening. Doesn’t point to show things to others Can’t walk Doesn’t know what familiar things are for Doesn’t copy others Doesn’t gain new words Doesn’t have at least 6 words Doesn’t notice or mind when a caregiver leaves or returns Loses skills he once had Administrator’s Name: Date(s) of Administration: Tip: If completing multiple times (e.g., once per month), use a different colored pen for each administration. DEVELOPMENTAL CHECKLIST
months
HEALTH & MOTOR
Climbs well Runs easily Jumps in place Rolls, pounds, squeezes, pulls playdough May start to hold a crayon between thumb and fingers Scribbling becomes more varied to include vertical lines, horizontal lines, and circles Learns to turn paper pages, may turn 2 to 3 pages at a time Completes simple puzzles Stacks a tower of blocks Strings large beads together Turns a doorknob Screws/unscrews a lid Undresses by self, unzips zippers, and takes off shoes Shows signs of readiness for toilet training (e.g., stays dry for longer periods of time) Washes and dries hands Begins to brush teeth with adult assistance Enjoys helping with simple household chores (e.g. wiping the table, feeding a pet) Tells where it hurts when in pain
LANGUAGE & LITERACY
Matches 3-4 colors Understands “big” and “little” Likes to hear same story repeated Follows instructions with 2 steps Understands words like “in,” “on,” and “under” Begins to understand “what” and “where” questions Understands simple questions dealing with his/her environment and activities Identifies objects by function (e.g., “Show me what we eat with”) Names body parts Can say ~200-900 words Uses short sentences Asks questions like “What’s that?” or “Where’s my ___?” Uses quantitative words (e.g., “some”, “one”, “more”) Says first name, age, and sex Says words like “I,” “me,” “we,” and “you” and some plurals (cars, dogs, cats)2,3, Carries on a conversation using 2 to 3 sentences May carry on pretend conversation between self and dolls/ stuffed animals Uses 2 word negative phrases such as “no want” Talks to other children as well as adults Speech is understood by most listeners most of the time Loves reading the same book again and again Holds book right side up Learns to turn paper pages, may turn 2 to 3 pages at a time Searches for favorite picture or page Tells about pictures in own words Repeats some of the words or phrases in a story Fills in words or completes the end of sentences/rhymes in familiar stories Pretends to read books aloud to self Begins to recognize some frequently seen signs and symbols (e.g., stop sign or fast food logo) Scribbling becomes more varied to include vertical lines, horizontal lines, and circles May start to hold a crayon between thumb and fingers May verbally describe own drawings or “writing”
SOCIAL-EMOTIONAL
Says “please” and “thank you” when reminded Shows interest in other children and enjoys being around them, even if not playing together yet May show preference for certain children, show affection for friends Participates in simple group activity or group game like chase Begins to take turns with assistance Recognizes some emotions in self and others; begins to name feelings Takes pride in own accomplishments by smiling, clapping, cheering for self, or saying “I did it!” May have increased temper tantrums, physical aggression, or rapid mood shifts Administrator’s Name: Date(s) of Administration: Tip: If completing multiple times (e.g., once per month), use a different colored pen for each administration. DEVELOPMENTAL CHECKLIST continued on reverse
COGNITIVE
Knows where things usually belong Uses a chair or stool to reach an object Completes simple puzzles Strings steps of pretend play together in a sequence (e.g., making crying noise to indicate doll is sad, preparing food for doll, feeding it, and putting it to bed) By 36 months, begins to pretend play a greater variety of events (e.g., visiting the doctor, going to the zoo, birthday party)
RED FLAGS
Teachers should talk to parents or guardians if they notice one or more of these signs of possible developmental delay. Parents should discuss red flags with their pediatricians or call Early Childhood Intervention (ECI) to ask for a developmental screening. Falls down a lot or has trouble with stairs Drools or has very unclear speech Can’t work simple toys (such as peg boards, simple puzzles, turning handle) Doesn’t speak in sentences Doesn’t understand simple instructions Doesn’t play pretend or make-believe Doesn’t want to play with other children or with toys Doesn’t make eye contact Loses skills he once had 24 – 36 months, continued.
36 – 48 months, continued.
LANGUAGE & LITERACY RED FLAGS
Teachers should talk to parents or guardians if they notice one or more of these signs of possible developmental delay. Parents should discuss red flags with their pediatricians or call Early Childhood Intervention (ECI) to ask for a developmental screening. Can’t jump in place Has trouble scribbling Shows no interest in interactive games or make-believe Ignores other children or doesn’t respond to people outside the family Resists dressing, sleeping, and using the toilet Can’t retell a favorite story Doesn’t understand “same” and “different” Doesn’t use “me” and “you” correctly Speech cannot be understood by those outside the family Loses skills he once had Understands up to 1500 words by age 4 Can group objects according to category Can follow commands with modifiers (e.g., “Walk slowly to the car”) Understands names of different kinds of animals Understands 4 different prepositions. Understands one or more colors Understands concepts such as “longer” (vs. “shorter”) and “larger”(vs. “smaller”) when the contrast is presented Follows simple instructions even when stimulus objects are not present (e.g., “Go to the kitchen and get your shoes”) Beginning to understand time concepts (last night, tomorrow, yesterday, summer) Can tell a story and relate events and experiences. Uses sentences of 4-5 words. Says 1000 words Answers simple who, what, where, why questions Sings a song or says a poem from memory such as the “Itsy Bitsy Spider” or the “Wheels on the Bus” 3 Can say first and last name when asked. Speech is 90% intelligible with context Uses language for imaginative play Asks questions, makes requests, Can repeat words with 4 syllables Has most vowels and diphthongs and consonants p, b, m, w, n well established Names at least 1 or more colors correctly. Turns pages one at a time and from left to right Sits still for longer stories read aloud Retells a familiar story in own words Begins to recognize some letters and numbers May spontaneously rhyme or detect rhymes Pretends to read to a caregiver, dolls, or stuffed animals Relates a story to personal experiences Begins to draw recognizable forms Can copy a circle and a cross Understands that writing is used for communicating ideas and information Makes symbols or squiggles that resemble writing Begins to copy some capital letters May switch direction while writing and rotate the orientation of the paper Can dictate story or letter to be written down May express interest in typing on electronic devices
