Developmental Milestone

Developmental Psychology

Developmental Psychology
Branch of psychology that studies intraindividual changes and interindividual changes within the intraindividual changes. Its task is explication of age-related changes in behavior in terms of antecedent- consequent relationship. Preoccupied with ages and stages Developmental changes covering the life span from conception to death. Attempt to give a complete picture of growth and decline.

6 Major Objectives of Developmental Psychology

To find out what are the common and characteristic age changes in appearance, in behavior, in interest, and in goals from one developmental period to another. To find out when these changes occurs. To find out what causes them. To find out how they influence behavior. To find out whether they can/cannot be predicted. To find out whether experience is universal or individual.

Development

Development
Progressive series of changes that occurs as a result of maturation and experience. Implies qualitative change which involves process of integrating many structures and functions. 2 essential antagonistic processes in development take place simultaneously throughout life- growth and atrophy. Both begin at conception and end at death.

Development
Development is the acquisition and refinement of advancing skills. The goal is to enable people to adapt to the environment. Under normal circumstances, the acquisition of the new skills proceeds along a predictable sequence and time table.

Development
Gesell and Amatruda pioneered in categorizing development milestones in 4 distinct areas of function.
Gross motor behavior- preambulatory skills, walking and advanced physical activities. Fine motor adaptive behavior- prehension, manipulatory hand skills and application of sensorimotor abilities to tasks of daily life Language behaviorvocalization, comprehension, expression in spoken or other modes of communication Personal-social behavior- acquisition of societal and cultural standards of behavior

Growth

Growth
Growth, evolution and atrophy, involution.
Increase in physical size and dimensions relative to maturity. Most rapidly in infancy and prepubescence through adolescence. Head growth is fastest in infancy.

Growth
Trunk growth is fastest in infancy and adolescence. Extremities growth is fastest from 1 year through puberty. Center of gravity of newborn is at xiphoid process.

Growth
Center of gravity of late childhood is at sacral promontory. 2-3 year has a mild lumbar lordosis Transient shifts in growth parameters may occur in the 1st 418months but reach a stable rate by 1.5 years.

Goal of Developmental Changes

Enable people to adapt to the environment in which they live. To achieve it, self-realization/selfactualization is essential.

Factors Influencing Attitudes towards Developmental Changes

Appearance. Good changes in appearance are welcome. Behavior. Cultural Stereotypes. Influence from different media in judging people in every particular age group.

 Cultural Values. Role Changes. Personal Experiences.

Significant Facts about Development

Early Foundations are Critical

Attitudes, habits and patterns of behavior established during the early years determine to a large extent how successful individuals will adjust to life as they grow older. Pre-school years, 2-5 years, are the most important stage of development according to Bijou. The 1st 2 years of life is the most critical according to White. Competence and trust are developed during this stage. Changes are rapid at this stage of life.

Early Foundations are Critical

Change may come when the individual receives help and guidance. Change is likely to occur when significant people treat individuals in new and different ways. There is strong motivation on the part of individuals themselves to make the change. When behavior is rewarded with social approval, there is little motivation to make a change.

Roles of Maturation and Learning in Development

Maturation. Unfolding of individuals inherent traits. In phylogenetic functionsfunctions common to human race such as creeping and sitting- development comes from maturation. Maturation provides the raw material for learning and determines the more general patterns and sequences of behavior.

Roles of Maturation and Learning in Development

Learning. Development that comes from exercise and effort on the individuals part. In ontogenetic functions- specific to the individual such as driving or writing- training is essential. Without it, development will not take place.

3 Important Facts about Interrelationship of Maturation and Learning

Human beings are capable of learning. Maturation sets limit beyond which development cannot progress even with the most favorable learning methods and the strongest motivation on the part of the learner. There is a define timetable for learning which is determined by developmental readiness.

Development Follows a Definite and Predictable Pattern

Cephalocaudal Law. Development spread is from the head going to the foot. Proximodistal Law. Development spread is from the central axis of the body going to extremities. Gross-Fine Law. Development spread from gross muscles to fine muscles.

Significant Facts about Development

All individuals are Different. Each Phase of Development has Characteristic Behavior. Each Phase of development has Hazards. Development is aided by Stimulation.

Significant Facts about Development

Development is Affected by Cultural Changes. Individuals development is molded to conform to cultural standards and ideals, changes in these standards affect the developmental pattern. Social Expectations for Every Stage of Development. Traditional Beliefs about People of All Ages

The Life Span

Conditions Influencing Longevity

Heredity. Physical Characteristics. People of average size and body structure > under/overweight or who are very tall or very short. General Physical Condition. Sex. Women > Men.

Conditions Influencing Longevity

Race. Whites > Blacks. Geographic Location. People living in urban and sub-urban areas >rural areas. Socioeconomic Level. Higher the socioeconomic level > lower socioeconomic level. Intelligence. Intellectual person > less intellectual.

Conditions Influencing Longevity

Education. Higher educational level > low educational level. Smoking and Drinking. Nonsmokers and nondrinkers lives longer. Marital Status. Married people lives longer. Efficiency. Efficient people > inefficient people.

Conditions Influencing Longevity

Anxiety. More anxiety would result to shorter life span. Occupation. Happiness. Happy and satisfied people lives longer.

Subdivision/ Sub Stages of Life Span

 Prenatal Period. Conception to birth. Infancy. Birth- End of 2nd week. Babyhood. End of 2nd week- End of 2nd year. Early Childhood. End of 2nd year- 6 years. Late Childhood. 6 years- 12 years.

 Puberty/Preadolescence. 12 years 14 years. Adolescence. 14 years- 18 years. Early Adulthood. 18 years- 40 years. Middle Age. 40 years- 60 years. Old Age or Senescence. 60 yearsDeath.

Embryonic and Fetal Growth and Development

Definition of Terms
Fertilization- Occurs at the time of conception. It normally occurs while the ovum is in the fallopian tube. It takes place 12-36 hrs and usually within the 1st 24 hrs after the ovum has entered the tube. Implantation- The process of attachment of the embryo to the maternal uterine wall.

 Embryonic from 2nd week to the end of 2nd month, major differentiation of organs & tissues occur (specifically 4th- 9th week). Fetal Period- from the beginning of the 3rd month to the time of birth when the fetus becomes an infant.

 Viable Fetus- Viability refers to a point in fetal development at which the fetus may survive outside the womb. The lower limit of viability is approximately five months gestational age and usually later. There is no sharp limit of development, age, or weight at which a fetus automatically becomes viable.

 According to data years 2003-2005, 20 to 35% of babies born at 23 weeks of gestation survive, while 50 to 70% of babies born at 24 to 25 weeks, and more than 90% born at 26 to 27 weeks.

 It is rare for a baby weighing less than 500 gm to survive. If given expert postnatal care, some fetuses weighing less than 500 gm may survive, and are referred to as extremely low birth weight or immature infants. Preterm birth is the most common cause of perinatal mortality, causing almost 30 percent of neonatal deaths.

Events that Occur During Fertilization

Male and female gametes are united leading to cleavage formation of the morula, the blastocyst and the embryo which becomes implanted in the endometrial stroma. By the 2nd week, (+) Ectodermal and Endodermal layer. 3rd week, the mesodermal layer and notochord formation.

Describe the Sequences of Changes in Physical Development

Neurological
Brain develops 4-6 wks of gestation. Grows rapidly during infancy & childhood. Gradually slows down on mid childhood to 10yrs. Small increments in adolescent period. Myelinization is completed by 6-12 months. The Pineal body calcifies by 10 yrs (used as point reference in roentgenography by the CNS).

Musculoskeletal
It takes place at the premuscular mesodermic tissue. The largest part of increment takes place from the 4th month of gestation to early maturity.

Cardio-Respiratory Development
Heart grows slow during 1st 4-months of gestation. The ECG of the fetal viability index can be taken through maternal abdominal wall. Ductus venosus & the foramen ovale become functionally closed at birth. Ductus arteriosus closes at 8-12 weeks. Heart Rate is 140-160bpm; F>M.

The Factors that Affects the Growth & Development

Genetic Factors
Traits of the parents are transmitted to the children. (race: infants of blacks usually develop motor skills faster than Caucasians).

Prenatal Factor
Mother`s health.
Infectious diseases- viral (Rubella) occur in the 1st trimester, protozoan(toxoplasmosis), and spirochetal (syphilis) infection last shalf of pregnancy; TORCH. Abnormal uterine condition. Actinic rays- exposure of pregnant women in therapeutic and diagnostic x-rays can cause congenital malformation.

Type of Disease
Myoma Amniotic bands Tumors Thalidomide

Effects on the Child

Positioning of the fetus and its nutrition. May amputate extremities. May cause retardation. mental

Phocomelia, Amelia or Hemimelia.

Immunologic Factors
RH and ABO abnormalities obviously affect growth & development towards the end of pregnancy if not managed properly.

Perinatal Factors
Anesthesia and analgesia, method of infant delivery & immediate care after delivery may contribute to anoxia & trauma. Drugs are notorious for causing malformation. Alcohol, smoking, & the effects of the nicotine on the unborn child stunted growth.

Maternal Nutrition
Endocrine Problems large babies higher incidence of perinatal mortality, congenital anomalies & morbidity are generally smaller in size. Other factors are duration of pregnancy, multiple pregnancy, age of the mother (associated with Down syndrome, found in older group) & order of birth of infants.

Growth Potential
Size at birth especially in relation to duration of gestation, nutrition, mental deficiency, family value orientation, social deprivation, endocrine disorders. Poverty associated with ignorance & low intelligence.

Histological Layers
Mesodermal Layers- skeletal system, muscle cells, dermis, tissues, urinary, serous membranes of peritoneal, pleural and pericardial cavities, cardio and lymphatic system and cortical portion of the suprarenal. Endodermal Derivatives- lining of the respiratory tract, tympanic membrane and eustachian tubes, part of the bladder & urethra, parenchyma of the thyroids, tonsils and the GI tract. Ectodermal DerivativesCNS, PNS, the epithelium of the sensory organs, the epidermis, enamel of the teeth and epithelial lining of other organs.

Calorie and Fluid Requirements

Age
Infancy 1 2-3 4-6 7-10

Cal/kg
120 110 100 85-90 80-85

11-14 15-18

60-70 50-60

Protein gm/kg 2.2 2.0-2.2 1.8-2.0 1.5-1.6 1.5 1.2 0.8-1.0

Water ml/kg 120-150 120-135 100-125 90=100 75-100 50-70 40-60

Blood Pressure and Heart Rate

Age
Infancy 1 2-5 6-9 10-13 14-18

Systolic (Seated Position) 80

90 90-94 95-98 98-109 110-115

Diastolic (Seated Position) 55

55 55 55-60 60-65 63-68

Heart Rate/Min
125 120 100-110 90-100 85-90 70-80

Vital Capacity
Newborn 5 years 10 years 15 years

100cc

1300cc

2300cc

4000cc

Urinary Output
2 ml/kg/hr in infants and young children

Bladder Capacity
Newborn=16-25 ml; 1-14 years= (age in years + 2) x 30ml

Growth from Birth to Maturity

Head Circumference and Weight

Head circumference is measured with a tape firmly placed over the glabella and supraorbital ridges anteriorly and on the maximal protuberance of the occiput posteriorly. A rapid increase in head size during the 1st year of life reflects the growth and maturation of the brain.

Head Circumference and Weight

Cases Hydrocephalus. Excessive enlargement of head circumference due to elevated intracranial pressure or a space occupying lesion because the fontanels are open until 12-18 months and the calvarial sutures do not unite firmly until puberty. Microcephaly. Lack of brain growth after a severe anoxic encephalopathy or cerebral atrophy associated with a degenerative or genetic disease of the CNS.

Weight
Newborns below 2500gm are categorized as low birth weight infants.

Weight
Age
Birth 4 months 12 months Maturity

Head Circumferenc e 35cm

41cm 47cm 57cm

Weight
3400 gm Double Triple 2 kg annually until adolescence

Height
Age
Birth 12 months 2 years 4 years Early school age Prepubescence/ Adolescence

Height
50cm 75cm 87cm 100cm 5cm annually 5-8cm annually

Sitting Height
Age
Birth

Sitting Height (boys) 35cm 62cm

74cm

Sitting Height (girls) 34cm 61cm

73cm

5 years
10 years

18 years

92cm

88cm

Infantile Reflex Development

Reflex Moro Stimulus Sudden neck Extension Response Shoulder abduction, elbow and finger extension followed by arm flexion adduction Same as Moro reflex Age of Suppression 4-6 months Clinical Significance Persist in CNS pathology, static encephalopath y

Startle

Sudden noise, Clapping

4-6 months

Persist in CNS pathology, static encephalopath y

Infantile Reflex Development

Rooting Stroking lips or around mouth Moving mouth/ head towards stimulus 4 months Diminished in CNS pathology, may persist in CNS pathology

Positive Supporting

Light pressure or weight bearing on plantar surface

Legs extend for partial support of body weight

3-5 months replaced by volitional weight bearing with support

Obligatory or hyperactive abnormal at any age, early sign of lower extremity, may be associated With scissoring

Infantile Reflex Development

Asymmetric Tonic Neck Head turning to side Extremities extend on the face side and flex on occiput side 6-7 months Obligatory response abnormal at any age, persists in static encephalopath y. Obligatory response abnormal at any age, persists in static encephalopath y.

Symmetric Tonic Neck

Neck flexion Arm flex and Neck legs extend extension Arm extend and legs flex

6-7 months

Infantile Reflex Development

Palmar Grasp Touch or pressure on palm or stretching finger flexors Hand fisting 5-6 months Diminished in CNS suppression, absent in LMN paralysis; persists/ Hyperactivity in spasticity. Diminished in CNS suppression, absent in LMN paralysis; persists/ hyperactivity in spasticity.

Plantar Grasp

Pressure on sole distal to metatarsal heads

Flexion of all toes

12-14 months when walking is achieved

Infantile Reflex Development

Automatic Neonatal Walking On vertical Alternating support automatic plantar steps with contact and support passive tilting of body forward and side to side Tactile contact on dorsum of foot and hand Extremity flexion to place hand/foot over an obstacle 3-4 months Variable activity in Normal infants, absent in LMN paralysis.

Placement or Placing

Before end of Absent in 1st year LMN paralysis or with lower extremity spasticity.

Infantile Reflex Development

Neck Righting or Body Derotational Neck rotation in supine Sequential body rotation from shoulder to pelvis toward direction of face Supinepredominant extensor tone Pronepredominant flexor tone 4 months replaced by volitional rolling Nonsequential leg rolling suggests increased tone.

Tonic Labyrinthine

Head position in space, strongest at 45 from horizontal

4-6 months

Hyperactivity/o bligatory abnormal at any age, persist in CNS damage/ static encephalopathy.

Physiologic Postural Reflex Responses

Postural Reflex
Head Righting

Stimulus

Response

Age of Clinical Emergenc Significan e ce

Delays or absent in CNS Maturity or damage.

Visual and Align Proneface, 2months Vestibular head Supine- 3vertical 4months and mouth horizontal

Physiologic Postural Reflex Responses

Head and Body Righting Tactile, vestibular and proprioceptiv e Aligns body parts in anatomic position relative to each other and gravity Extension/ Abduction of lateral extremities towards displacement to prevent falling 4-6 months Delays or absent in CNS maturity or damage.

Protective Extension or Parachute Reaction

Displacement of center of gravity outside supporting base in sitting or standing

Sitting anterior- 57months Lateral- 68months Posterior- 78months Standing- 1214months

Delays or absent in CNS maturity or damage.

Physiologic Postural Reflex Responses

Equilibrium Displaceme Adjustmen or Tilting nt of t of Reaction center tone and of posture gravity of trunk to maintain balance. Sitting- 68months Standing1214months Delays or absent in CNS maturity or damage.

Gross and Fine Motor

Age Newborn Gross Motor Flexor tone predominates In prone, turns head to side to side with neck hypertension Automatic reflex walking In sitting, full support is required, back is rounded and head falls forward When held in supported standing and tilted forward, automatic stepping may be seen Fine Motor Adaptive Hands fisted Grasp reflex State- dependent ability to fix and follow bright object

Gross and Fine Motor

4 months In supine, head at Hands mostly open midline Midline hand play When pulled to sitting Crude palmar grasp from supine, tucks the chin and head in midline In prone, lifts head to 90 and lifts chest slightly Turns to supine In supported sitting, thoracic spine is straight

Gross and Fine Motor

7 months Maintains sitting, there is active rotation of trunk and reach with hands in limited range Rolls to prone Moves from prone to quadruped Rocks in quadruped position, the legs are abducted, externally rotated and abdomen is sagging Bears all weight; bounces when held erect Cervical lordosis Pulling to stand and starts to cruise sideways Intermediate grasp Inferior radial grasp Transfers cube from hand to hand Bangs object

Gross and Fine Motor

10 months Creeps on all 4s Pivots in sitting While sitting, reach up to 10 inches forward without losing balance Transition to standing through half-kneeling continues Stands momentarily Cruises Slightly bow leg Increased lumbar lordosis; acute lumbosacral angulation Pincer grasp, mature thumb to index grasp Bangs 2 cubes held in hands

Gross and Fine Motor

14 months Crawls upstairs Walks alone, arms in high guard or midguard Wide base, excessive hip and knee flexion Foot contact on entire sole Slight valgus of knees and feet Pelvic tilt and rotation Piles 2 cubes Scribbles spontaneously Holds crayon full length in palm Casts objects Insert a pellet in a bottle

Gross and Fine Motor

18 months Arms at low guard Mature supporting base and heel strike Seats self in a low chair Walks backward Emerging hand dominance Building a 3-cube tower Turns 2-3 pages at a time Crude release Holds crayon butt end in palm Dumps raisin from bottle spontaneously

Gross and Fine Motor

2 years Begins running Walks up/down the stairs alone without alternating feet Open doors and climbs furniture Jumps on both feet in place Hand dominance is usual Builds 8-cube tower Aligns cube horizontally Copy vertical line and folds paper Places pencil shaft between thumb and fingers Draws with arm and wrist action Pulls on garment Turns one page at a time

Gross and Fine Motor

3 years Runs well Imitates 3-cube Pedals tricycle bridge Broad jumps Copies circle Walks up stairs Uses overhand alternating feet throw with anteroposterior arm and trunk motion Catches with extended arms hugging against body

Gross and Fine Motor

4 years Walks down the stairs alternating feet Hops on 1 foot Plantar arches developing Sits up from supine position without rotating Handles a pencil by finger and wrist action, like adults Copies a cross Draws a frog like person with head and extremities Throws underhand Cuts with scissors

Gross and Fine Motor

5 years Skips; tiptoes Balances 10seconds on each foot Hand dominance expected Draws man with head, body, and extremities Throws with diagonal arm and body rotation Catches with

Gross and Fine Motor

6 years Rides bicycle Roller skates Prints alphabet; Letter reversals still acceptable Mature catch and throw of ball

Gross and Fine Motor

7 Continuing Continuing years refinement refinement of skills of skills

Cognitive Development
Refers to increasing ability of the child to interpret sensory events; register and retrieve information from memory; and manipulate schemata, images, symbols and concepts in thinking , reasoning, problem solving and the acquisition of knowledge and beliefs in the environment

Speech, Language and Cognitive Development

Age
Newborn

Speech and Language

Cognitive

Cry Sensorimotor: State-dependent Reflex stage quieling and head turning to rattle or voice Reflex sucking and swallowing is present

Speech, Language and Cognitive Development

4 months Laughs, squeals Responsive vocalization Blows bubbles Sensorimotor: Circular Reaction

7 months Uses single Sensorimotor: word and Circular double Reaction consonantvowel combinations

Speech, Language and Cognitive Development

10 months Shouts for attention Imitates speech sounds Waves bye-bye Uses mama and dada with meaning Inhibits behavior to no Can retrieve object hidden from view

Speech, Language and Cognitive Development

14 months Uses single word with 45 letters Understand simple commands Differentiates available behavior patterns for new ends i.e., pulls rug on which is a toy

Speech, Language and Cognitive Development

18 months Points to named Capable of body part insight, i.e., Identifies one solving a picture problem by Says no mental Jargons combinations, not physical groping

Speech, Language and Cognitive Development

2 years Two-word phrases are common Uses verbs Refers to self by name Uses me and mine Follows simple directions Pre-operational stage Able to evoke an object or event not present Object permanence established Comprehends symbols Listens to stories with picture

Speech, Language and Cognitive Development

3 years Three-word sentences Continuation of preare usual operational period Uses future tense Capable of deferred Asks what, who and imitation, symbolic where play, drawing of Follows prepositional graphic images, commands, i.e., put mental images and it under verbal evocation of Gives full name events May stutter in eagerness Identifies self as boy/girl Recognizes primary colors

Speech, Language and Cognitive Development

4 years Gives connected account of recent experiences Questions how, when and why Uses past tense, adjectives and adverbs Knows opposite analogies Repeats four digits

Speech, Language and Cognitive Development

5 years Fluent speech Misarticulation of some sounds may persist Gives name, address and age Defines concrete nouns by composition, classification or use Follows 3-part commands Has number concept to 10

Speech, Language and Cognitive Development

6 years Shows mastery of grammar Uses proper articulation
Continuing refinement of skills Period of concreteoperational thoughts Child is capable of logical thinking

7 years

Personal/Social and Emotional

Age Personal/Social Emotional
Newborn Habituation and Basic Trust vs. some control Basic of state. Mistrust Cuddly Normal symbolic phase- does not differentiate between self and mothers

Personal/Social and Emotional

4 months Recognizes bottle Turns to voice or source of sound consistently Lap baby, developing a sense of basic trust

Personal/Social and Emotional

7 months Differentiates At 5months, begins between to differentiate familiar person between mother and stranger and self, i.e., Stranger anxiety beginning of begins to separationdevelop individuation Holds bottle Has a sense of Looks for dropped belonging to a object central person Talks to mirror image

Personal/Social and Emotional

10 months Plays peek-aboo Finger feeds Chews with rotary movement Practicing phase of separationindividuation

Personal/Social and Emotional

14 months Uses spoon with overpronation and spilling Removes a garment Pull things Hugs parents Rapprochement phase of separationindividuation; ambivalent behavior to mother Stage of autonomy vs. shame and doubt (13 years) Issue of holding on or letting go Pleasure in controlling muscles and sphincters

Personal/Social and Emotional

18 months Imitates parents daily routine Imitates housework Carries, hugs doll Drinks from cup neatly Kisses a parent with a pucker Seek help when in trouble Complain when soiled or wet

Personal/Social and Emotional

2 years Pulls on garment Uses spoon well Opens door by turning knob Feeds doll with bottle or spoon Toilet training usually begins

Personal/Social and Emotional

3 years Most children are Stage of Initiative toilet trained vs. Guilt (3day and night 5years) Pours from pitcher Deals with issue of Unbutton or unzip genital sexuality clothing Washes and dries hands and face Parallel play Can take turns Can be reasoned with

Personal/Social and Emotional

4 years Cooperative playsharing and interacting Imaginative make believe play Dresses and undresses with supervision distinguishing front and back of clothing and buttoning Does simple errands outside of home

Personal/Social and Emotional

5 years Creative play Competitive team play Uses fork for stabbing food Brushes teeth Self-sufficient in toileting Dresses without supervision except tying shoelaces Stage of Industry vs. Inferiority (5yearsadolescence) Adjust himself to the inorganic laws of the tool world

Personal/Social and Emotional

6 years Teacher is an important authority to child Uses fork appropriately Uses knife for spreading Plays table games Stage of Industry vs. Inferiority continues

Personal/Social and Emotional

7 years Eats with fork and knife Combs hair Responsible for grooming

Early Object Use

Age Milestones
3-6 months Child focuses on action performed with objects (banging, shaking) 6-9 months Child explores characteristics of objects and expand the range of schemes (pulling, turning, poking and tearing) Child combines objects in rational play, such as objects in containers

Early Object Use

9-12 months Child notices the relation between complex actions and consequences such as opening doors, placing lids on containers and differential use of schemes based on the toy being played with (pushing a train or rolling a ball)

12 months Child acts on object with variety of schemes

Early Object Use

12-15 months Child links schemes in simple combinations (placing a baby in carriage and then pushing the carriage
Child links multi scheme combinations into a meaningful sequence (putting food using a spoon and feeding a doll)

24-36 months

Early Object Use

36-42 Child links schemes into a months complex script

Problem Solving Skills

Age 6-9 months Milestones Child finds object after watching it disappear (e.g. toy covered by cloth) Uses movement as a means to an end (e.g. rolling to secure toy) Anticipates movement of objects in space (e.g. looking towards trajectory of objects circling his head) Attends to consequences of actions (e.g. banging toy and realizing it makes noise) Repeats actions to repeat consequences (e.g. banging toy to hear noise

Problem Solving Skills

9-12 months Child is able to use a tool after demonstration (e.g. using a stick to secure a toy that is out of reach) Childs behavior becomes more goal oriented Child performs an action to produce a response

Problem Solving Skills

12-15 months Child recruits the help of an adult to achieve a goal Child attempts to activate a simple mechanism Child turns and inspects an object Uses trial and error approach to new challenges

Problem Solving Skills

18-21 months Child attends to shapes of things and uses them appropriately Child begins to think before acting Child uses tool to obtain a favored object Child begins to replace trial and error with a thought process in order to attain a goal Child can operate a mechanical toy (e.g. on-off switch) Child can predict effects or presume causes

Problem Solving Skills

21-24 months Child recognizes operation of several mechanisms Child matches circle, squares, triangles and manipulates objects into small openings (e.g. shape sorter)

Problem Solving Skills

24-30 months Child discriminates sizes Child can build with blocks horizontally and vertically Child begins to relate experiences to one another based on logic and knowledge of previous experiences (e.g. if the balloon is popped, it will make a loud noise)

Problem Solving Skills

36-48 months Child can build a tower of nine cubes, demonstrating balance and coordination Child can organize objects by size and builds a structure from a mental image

Problem Solving Skills

48-60 months Child can build involved structures combining various planes, along with symmetrical designs Child is able to utilize spatial awareness, cause and effect and mental images in problem solving

Ability to Follow Instructions

Age Milestones

0-1 year Responds to simple requests with gestures

Ability to Follow Instructions

1-1-5 years Follows simple one step instruction Understands pointing
Follows 2-step command

2-2.5 years

Ability to Follow Instructions

5-6 years Comprehends directional commands

6-7 years Comprehends double commands

Color Concept
Colors Matching Discrimin Identifica ating tion

Primary colors

2 years

3 years

3.6 years

Color Concept
Green, 2.6 years Orange and Purple 3.6 years 4 years

Color Concept
Brown, Black, Pink and Gray
White

3 years

4 years

4.6 years

4 years

5 years

5.6 years

Shapes
Shapes
Circle/ Triangle Square/ Rectangle Diamond

Matching
3 years 4 years 5.6 years

Discriminati Identificati ng on
3.6 years 4.6 years 6 years 4 years 5 years 6.6 years

Quantitative Concepts
Age Concepts
2 years Many/one and little big 3 years Empty/full and light/heavy

Quantitative Concepts
3.6 years Short/tall, thin/fat, less/more and short/long
4 years Slow/fast, few/many and thin/thick 5 years Narrow/wide

Number Concept
Age
1.6 years one more 2.6 years Just one Counts objects

Concepts

3 years

1-2

Number Concept
4 years
6 years

1-7
1-9

6.3 years 1-10

Rote Counting and Numeral Reading

Age Concepts
5.3 years 3, 5, 10 and 20 6.3 years 30, 40, 50, 60, 70, 80, 90 7 years 100

Numeral Comprehension
Age
6.3 years 1-9 7 years 1-10

Concepts

Ordinal Position
Age Concepts
5.3 years 1st, 2nd and last 6.3 years Middle, 3rd and 4th 7 years 5th

Addition Combination
Age Concepts
6.3 years 4, 6, 8, 10,12, 14, 16 7 years 18

Subtraction combination
Age
6.3 years 4, 6, 8 7 years 10

Concepts

Time
Age Concepts
3.6 years Knows the part of the day for specific daily activities 4 years Can sequence 5 daily activities and tell time of the day for each activity

Time
5 years Differentiates between the little and the big hands of the clock Knows the position of the hands of the clock for daily activities Knows the direction in which the clock hands turn

Time
6 years Identifies numerals on the clock face Differentiate between the hour hand and the minute hand Can tell time to the hour and the half-hour Can tell the exact time

7 years

Age

Alphabet Concepts
Concept

5 years and Recites A-Y 3 months Matches uppercase and lowercase letters from A-Y 5 years and Points to uppercase and 7 months lowercase letters named from A-Y Matches lowercase letters a-z

Alphabet Concepts
5 years and Recites A-Z 10 months Matches uppercase letters from A-Z Points to uppercase and lowercase letters named from A-Z Names uppercase and lowercase letters pointed to from A-Y

Alphabet Concepts
6 years and 3 Names upper and lowercase months letters pointed to from A-Z

Body Parts Identification

Age
Receptive Expressive 1 year and 7 months 2 years Mouth, Nose, Eyes, Feet

Concept

Body Parts Identification

2 years 2 years and 7 months
3 years and 7 months

3 years

Hair, Head, Hands, Arms, Stomach, Teeth, Tongue, Ears, Legs, Fingers, Back, Toes Chin, Knees, Fingernails, Thumb, Neck

Body Parts Identification

4 years
5 years 6 years

4 years and 7 months 5 years and 7 months 6 years and 7 months

Chest, Ankles, Heels, Jaw

Shoulders, Hips, Elbows, Wrists Waist

Scissoring
Paper tearing Snipping Cutting clay (1-scissor length then 2scissor length) Cutting card board (1-scissor length then 2-scissor length) Cutting regular paper (1-scissor length then 2-scissor length)

Scissoring
Cutting straight line Cutting regular geometric figure Cutting curve lines Cutting circles Cutting intricate pictures Collage

Drawing
Introduce coloring materials Scribbling (circular, horizontal then vertical) Coloring large geometric figure Coloring small geometric figure Color irregular figure Color a picture

Writing
Tracing Imitating Copying (near point copying then far point copying)

Writing
Horizontal line Vertical line Cross Diagonal X Triangle Square

Writing
Diamond Semi-circle Circle Alphabet

Bold and upper case Bold and lower case Cursive upper case Cursive lower case

General Rule
Start with large diameter writing/coloring materials then gradate Start with thick borders figure/picture during scissoring/drawing then gradate

General Rule
Match Sort Discriminate Identify through pointing ( near point) Identify through naming Associate

Thank You!