Swallowing, sucking,rooting, grasp, startle, walking and standing reflexes. By 3 months: can hold head up when lying on front, play with fingers,hold rattles. By 6 months: reach out and grab, pass object from hand to hand, try to self feed with spoon, hold head steady, teeth appear, sit up in high chair, roll over from back to front, push up on their hands when on their front, lift up arms and legs while on front.
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By 9 months: crawling or shuffling, sit up unsupported, pincer grasp, objects explored by hands and mouth. By 1 year: standing up holding on, crawling efficiently, walking holding on, fully developed eyesight, self-feeding with fingers, can wave goodbye, developing fine motor control, can point. By 18 months: can walk, can walk up and down stairs with help, try to self-feed with spoon, pick up objects from floor when standing, jump with both feet, build a 2-3 brick tower, throw a ball, enjoy ride-on toys.
By 3 months: learnt difference between day and night, sleep through the night, less crying, first smiles. By 6 months: can focus on interesting objects, start to show understanding of language, try to communicate. By 9 months: more exploration of surroundings, babbling. Learning through exploration of surroundings using their 5 senses.
By 1 year: know parents and main carers, cry when left with strangers, smile for parents, strongly bonded to parents, understand more of what’s happening around them, notice what others are doing, understand more of what’s said, beginnings of first words. By 18 months: understand that they are separate from parents, protest if they do not get what they want, developing language skills, several words, more understanding of language, start to develop a mind of their own.
At 2 months: starts to make attachments with primary carers. At 3 months: shows pleasure appropriately. At 5 months: smiles at mirror image. At 6 months: stranger shyness. At 9-10 months: apprehensive about strangers. Up to age 4 babies and toddlers have no understanding of right and wrong but learn this through their own trial and error based on the consequences to themselves of their actions. Cooperates with dressing, waves goodbye, understands simple commands, strongly attached to main carers.
At 7-24 months: child protests at separation from main carer-separation anxiety. At 18 months: demands constant mothering, drinks from cup with both hands, feeds self with spoon, signs of temper and frustration, eager for independence. 1-2 YEARS Page 1 Child Development Chart 2-3 YEARS By 2 years: moves confidently, enjoy handling objects, build a 6 brick tower, can run, climb and walk up and down 2 feet per step, enjoy moving to music, push himself along on a tricycle, turn pages of a book, manipulate jigsaw pieces.
Learning to explore their environment and By 2 years: showing individuality, knows gain control over body and bowels, try to do what he wants, gets frustrated when he some things independently e. g. dressing. thwarted, temper tantrums common, communicate positive emotions with laughs, Begins to understand carers needs, shows extremes of emotion, plays alongside other smiles and squeals, can complete simple jigsaws, language developing well: putting children, dry by day. wo words together, use pretend play to learn about the world, still unable to see another’s viewpoint, egocentric.
By 3 years: able to express feeling verbally, Fewer tantrums due to increasingly competent communication, can cooperate understand what is happening and the with other children in play, undresses with needs of others, understand that parents will return so no separation anxiety, enjoy assistance, may have imaginary friends. dressing up and small world toys e. g. dolls house, interested in mark making, painting and books, sand and water play.
By 4 years: speech should be fairly fluent and understood by strangers, but with occasional grammatical errors and mispronunciation, enjoy asking questions and talking, enjoy being given responsibility and encouragement from adults. Enjoy listening to and telling jokes, be in formal education, enjoy intellectual challenge of learning to read and write, enjoy playing games with rules. Dresses and undresses with minimal assistance, toilets independently, can plan and carry out activities, learning about gender role, moral judgements made dependent on expectations of adults.
Around 3 years: most children master the toilet, can go up stairs 1 foot per step and down stairs 2 feet per step, can build a 9 brick tower, can copy a circle and draw a man, enjoy sand and water play and dressing up, have limited stamina. By 4 years: can dress and feed himself, enjoy simple ball games, increasing manual dexterity, can thread and use scissors, can go down stairs 1 foot per step, can skip and hop.
Friends start to become a part of the child’s life as they attend school and are separated more from parents. Now developing more gradually, continue to Games become more organised, Preoccupied with justice and following rules, grow taller, increasing competency in understand rules and consequences, can have developed a concept of fairness and completing simple tasks, increasing speed solve simple problems, enjoy working things consider motives for others’ actions. writing, stamina increases as heart and out for themselves, respond well to clear lungs grow. explanations of rules and when behaviour is praised, will become competent and confident in reading and writing, can complete simple tasks quickly, confidently and accurately, will compare himself to others, able to think through things without having had personal experience of them, can solve problems using practical supports e. g. counters, less egocentric, more rational and logical thought processes.
Has now mastered many skills, can write, draw, have fast and more coordinated fine and large movements, puberty starts, stamina increases dramatically, for boys more than girls. Can draw detailed representational drawings, writing shows imagination and is legible and reasonably grammatically correct, can solve problems, play cooperatively, use materials fairly, has awareness of consequences of behaviour and increased thoughtfulness, growing awareness of different gender roles, may push the boundaries due to increasingly independent thought.
Understands concept of equity and that treating people in exactly the same way may not result in fairness e. g. a child who doesn’t understand his homework will need more of the teacher’s time than one who does.
