Development Milestone Tracker (0-5 Years Old)

Social

• Enjoys back-and-forth social contact
• Responds with pleasure to friendly handling

Speech/Language

• Says “aah”, “ooh”, or “naah” when spoken to (cooing)
• Turns head to sound

Cognitive

• Watches you as you move
• Looks at a toy for several seconds

Motor skills

Gross motor:

• Lifts head when lying on tummy
• Pulled to sit: Only slight head lag. Head occasionally bobs forward.
• Ventral Suspension: Head held up above plane of body.

Fine motor:

• Looks at own hand
• Hands no longer held fisted
• Holds rattle placed in hand momentarily
• Follows dangling toy from side to side (180°)

Tips and activities

• Respond to your baby in a positive way, e.g. by acting excited, smiling, and talking to her when she makes sounds. This activity teaches her to take turns when “talking” or interacting with you in a conversation.
• Provide a safe environment for your baby to play and explore his surroundings. For example, put him on a blanket with safe toys that he can grab or kick.

Social

• Makes eye contact, moves or makes sounds to gain your attention
• Laughs
• Recognises familiar people
• Likes to look at self in a mirror
• Mouthing
• Place hand on bottle and pats it
• Grasps feet
• Stretches arms out to be carried
• Shows delighted response to rough and tumble play
• Still friendly with strangers, becomes more reserved after 7 months

Speech/Language

• Monosyllabic babble, e.g. “baa”, “maa”
• Polysyllabic sounds formed (ba, da, ka) at 7 months
• Turns head towards a sound above the level (7 to 9 months)
• Takes turns making sounds with you
• Blows “raspberries” (sticks tongue out and blows)
• Makes squealing noises
• Smiles and vocalises at mirror image

Cognitive

• Reaches to grab a toy he wants
• Puts things in her mouth to explore them
• Closes lips to show she doesn’t want more food

Motor skills

Gross motor:

• Rolls over from lying on tummy to back and from lying on back to tummy
• Good head control
• Pushes up with straight arms when on tummy
• Leans on hands to support himself when sitting

Fine motor:

• Does not have a squint
• Palmar grasp of cube
• Drops one cube when another is given at 6 mths, retains one cube at hand when another is offered at 7 mths
• Transfers object from one hand to another
• Follows activities across room with alertness

Tips and activities

• Practise “back and forth” play with your baby to help him learn to be social. For example, when your baby smiles, smile back; when he makes a sound, imitate the sound.
• Point out various objects to your baby and say the names of the objects. For example, identify cars, trees, and animals when going out with her.

Social

• Shy, clingy, or fearful around strangers
• Turns and responds to his own name
• Mouthing
• Holds and bites small piece of food
• Stranger anxiety
• Plays peek-a-boo, imitates hand clapping
• Waves bye-bye
• Understands ‘object permanence’
• Shows several facial expressions, like happy, sad, angry, and surprised
• Reacts when you leave (looks, reaches for you, or cries)

Speech/Language

• Makes a variety of different babbling sounds, e.g. “mamama”, “gagaga”, “dadada”
• Understands “no” and “bye-bye”
• Lifts arms up to be picked up
• Responds to name
• Imitates playful sounds, e.g. cough, “brrr”
• Localises sound above and below the ear level

Cognitive

• Looks for objects when they fall out of sight, e.g. a spoon or toy
• Bangs two things together

Motor skills

Gross motor:

• Sits without support
• Leans forward to pick toy without losing balance
• Pulls self to stand
• Stands holding on to furniture
• Progresses on the floor by rolling, wriggling on abdomen or crawling

Fine motor:

• Pokes at small objects
• Inferior pincer grasp
• Release toy by dropping or pressing against firm surface
• Looks in correct direction for fallen toys
• Grasp string to pull toy (causal understanding)
• Uses fingers to “rake” food towards himself

Tips and activities

• Repeat your baby’s babbling sounds and say simple words that sound similar. For example, when your baby says “mamama”, repeat the sound, then say “milk”.
• Put a toy on the ground but a little bit further from your baby and encourage her to crawl, scoot, or roll to get them. Celebrate when she reaches the toy.

Social

• Gives objects when requested
• Plays interactive games with adults
• Drinks from cup with assistance, helps with dressing
• Finds toys hidden from view
• Demonstrates affection to family

Speech/Language

• Waves “bye-bye”
• Says at least 1-3 words with meaning, e.g. “Papa” or “Mama”
• Tuneful babbling
• Understands “no” (pauses briefly or stops when you say it)
• Knows and responds to name
• Understands simple instructions
• Locates sounds in all directions

Cognitive

• Likes to put something in a container, like a block in a cup, and to take it out
• Looks for things he sees you hide, like a toy under a blanket

Motor skills

Gross motor:

• Walks while holding on to something with one hand
• Pulls up to stand
• Walks on hands and feet like a bear
• Stands alone
• May walk alone

Fine motor:

• Points to request for something or show something of interest
• Picks small things up between thumb and index finger, like small bits of food (Neat pincer grasp)
• Drinks from a cup without a lid, as you hold it
• Bangs 2 cubes

Tips and activities

• Demonstrate “desired behaviours” to your baby. Show her what to do and encourage her with praises, hugs or kisses when she does it. For example, if she hits your pet, teach her how to pet it gently and give her a kiss when she does it.
• Talk or sing to your baby about what you’re doing. For example, say “Mommy is putting on your clothes,” or sing “This is how you wear your shirt.”

Social

• Shares interest with you (by bringing or pointing at things) to enjoy together
• Shows spontaneous affection by hugging or kissing
• Copies other children while playing, like taking toys out of a container when another child does
• Claps when excited
• Hugs stuffed doll or other toys
• Holds and drinks from cup, attempts to hold spoon
• Functional play e.g. pushing toy car
• Repeated casting

Speech/Language

• Says more than 2 meaningful words
• Shows understanding of familiar persons or objects
• Looks at a familiar object when you name it
• Follows directions given with both a gesture and words. For example, he gives you a toy when you hold out your hand and say, “Give me the toy.”
• Points to ask for something or to get help
• Use jargon (his own language)

Cognitive

• Uses objects like how it is meant to be used, e.g. pretending to use phone
• Stacks at least two small objects, like blocks

Motor skills

Gross motor:

• Takes a few steps on his own
• Creeps up stairs

Fine motor:

• Builds a tower of 2 cubes
• Hold 2 cubes in one hand
• To-and-fro scribble with palmar grasp
• Uses fingers to feed herself some food

Tips and activities

Social

• Plays alone but may check to see that you’re nearby
• Helps you with self-care, e.g. raising hands to help you put on his shirt
• Points to show you something interesting
• Puts hands out for you to wash them
• Looks at a few pages in a book with you
• Imitates housework
• Uses spoon well
• Mouthing stops
• Casting less often

Speech/Language

• Says more than 6 meaningful words
• Points to 2-3 body parts
• Enjoys looking at a book together
• Follows one-step directions without any gestures, like giving you the toy when you say, “Give it to me.”

Cognitive

• Imitates daily activities, e.g. sweeping with a broom
• Plays with toys in a simple way, like pushing a toy car

Motor skills

Gross motor:

• Walks independently
• Runs rather stiffly though seldom falls
• Carry large doll or teddy while walking
• Walks up and downstairs with help
• Climbs on and off a couch or chair without help
• Squats to pick up toy

Fine motor:

• Drinks from a cup with spillage
• Scribbles spontaneously
• Builds a tower of 3 cubes
• Enjoys putting small objects in and out of containers
• Enjoys picture books, turns few pages at a time
• Start to have hand preference
• Feeds herself with her fingers
• Tries to use a spoon

Tips and activities

• Teach your child about others’ feelings and how to react positively. For example, when he sees a child who is sad, say “He looks sad. Let’s treat him with an ice cream.”
• Encourage “pretend” play. Give your child a toy spoon and bowl so she can pretend to feed her stuffed animal. You should also play together with her.

Social

• Picks up on another person’s distress
• Plays alongside another child, but not with them
• Looks to you in new environment
• Dry by day
• Tantrums when frustrated but attention is usually easily distracted

Speech/Language

• Uses 2-3-word phrases
• Follow a simple 2-step instruction, e.g. “Take the book and give it to dad”
• Uses 50 or more words
• Names familiar objects and pictures
• Joins in nursery rhymes and sings
• Points to things in a book when you ask, like “Where is the bear?”
• Points to 2-6 body parts when you ask him to show you
• Uses more gestures than just waving and pointing, like blowing a kiss or nodding yes

Cognitive

• Pretend play, e.g. “masak-masak”
• Holds something in one hand while using the other hand; for example, holding a container and taking the lid off
• Tries to use switches, knobs, or buttons on a toy
• Plays with more than one toy at the same time, like putting toy food on a toy plate

Motor skills

Gross motor:

• Runs steadily, avoiding obstacles
• Goes up and down stairs alone, 2 feet per step
• Able to walk backward pulling toy handle
• Walks into large ball while trying to kick it

Fine motor:

• Enjoys picture books together and turns pages one at a time
• Eats with a spoon
• Builds a tower of 6-7 cubes
• Imitates to build a train of cubes, without adding chimney
• Circular scribbles
• Imitates vertical line
• Puts on shoes, socks, pants

Tips and activities

• Monitor your child during playdates and show him how to cooperate, share and take turns. Children at this age play next to each other, but do not know how to play together and solve problems.
• Let your child help you when preparing for mealtime, for example, by letting her carry light things like plastic cups or napkins to the table. Don’t forget to thank her for helping.

Social

• Begins to share toys or objects
• Interactive play with other children
• Eats independently, washes hands
• May be dry by night
• Joins in active make-believe play with other children
• Calms down within 10 minutes after you leave her, like at a childcare drop off

Speech/Language

• Asks “who,” “what,” “where,” or “why” questions, e.g. “Where is mommy?”
• Describes pictures in books and comments using simple sentences and action words
• Says name and gender when asked, sometimes age
• Talks well enough for others to understand, most of the time
• Talks with you in conversation using at least two back-and-forth exchanges
• Uses personal pronouns and most prepositions correctly
• Identify objects by function, e.g. which one we drink from
• Counts by rote up to 10 or more but does not appreciate quantity beyond 2 or 3
• Names 2 colours

Cognitive

• Copies when you draw a circle
• Avoids touching hot objects, like a stove, when you warn her

Motor skills

Gross motor:

• Goes up stairs one foot per step and down stairs 2 feet per step
• Walk on tiptoe
• Stands on 1 foot momentarily
• Rides tricycle
• Kicks ball forcibly, throw a ball overhand

Fine motor:

• Tower of 9-10 cubes
• Imitates to build a bridge with 3 cubes
• Strings items together, like large beads or macaroni
• Puts on some clothes by himself, like loose pants or a jacket
• Uses a fork
• Imitates to draw a cross
• Draw a man on request (3-10 y)
• Cuts with scissors

Tips and activities

• Talk about how your child is feeling and provide words to help him describe the feeling. Teach him to manage stressful feelings by taking deep breaths, hugging a favourite toy or going to a quiet, safe place.
• Set a few simple and clear rules that are suitable for your child’s age, such as being gentle when playing with others. Show him the right behaviour if he breaks a rule, and acknowledge and praise him when he follows the rule.

Social

• Demonstrates empathy when others are distressed
• Role play, pretends to be something else during play (teacher, superhero, dog)
• Asks to go play with children if none are around, like “Can I play with Alex?”
• Avoids danger, like not jumping from tall heights at the playground
• Likes to be a “helper”
• Changes behaviour based on where she is (place of worship, library, playground)
• Brushes teeth, dresses independently except for laces, ties and back buttons
• Understands need for turn taking in play
• Appreciates past, present and future time

Speech/Language

• Has back-and-forth conversations using longer sentences
• Gives his full name and age
• Answers simple questions like “Where is mummy?” or “What is a crayon for?”
• Says sentences with four or more words
• Says some words from a song, story, or nursery rhyme
• Talks about at least one thing that happened during his day, like “I played soccer.”
• Speech grammatically correct and completely intelligible
• Names 4 colours
• Listens to and tells long stories
• Counts by rote up to 20 and begins to count by word and touch up to 4 or 5

Cognitive

• Draws a person with three or more body parts
• Names a few colours of item
• Tells what comes next in a well-known story

Motor skills

Gross motor:

• Walks or runs up and down stairs one foot per step
• Stand, walk and run on tiptoe
• Stands on one foot for 3-5 seconds and hops on one foot
• Catches a large ball most of the time

Fine motor:

• Dresses and undresses independently, except for clothes with buttons
• Builds 3 steps with 6 cubes after demonstration
• Holds a pencil/crayon between fingers and thumb (not a fist) with good control
• Copies cross
• Draws a person with head, legs and trunks
• Matches 4 primary colours
• Serves himself food or pours water, with adult supervision

Tips and activities

• Read a story with your child. Ask him questions related to the story, e.g. what is happening in the story and what might happen next.
• Teach your child about colours, shapes, and sizes. For example, when she sees an object, ask her about the colour, shape, and size of the object.

Social

• Plays cooperatively with other children in games with rules, e.g. musical chairs
• Chooses own friends
• Sings, dances, or acts for you
• Does simple chores at home, like matching socks or clearing the table after eating
• Engages in elaborate make-believe group play

Speech/Language

• Tells a story
• Answers simple questions about a story after you tell it to him
• Keeps a conversation going with more than three back-and-forth exchanges
• Uses or recognizes simple rhymes (bat-cat, ball-tall)
• Names birthday and home address
• Defines things by use
• Uses “first, then, last” (time and sequence concepts)
• Enjoys jokes and riddles
• Tells time

Cognitive

• Pays attention for at least 5-10 minutes during activities
• Counts to 10
• Names some numbers between 1 and 5 when you point to them
• Uses words about time, like “yesterday,” “tomorrow,” “morning,” or “night”
• Writes some letters in her name
• Names some letters when you point to them

Motor skills

Gross motor:

• Walks on narrow line
• Skips on alternate feet
• Balance on one foot for 8-10 seconds
• Dances to music

Fine motor:

• Dresses and undresses independently, including clothes with buttons
• Copies square at 5 years and a triangle at 5 ½ years
• Colours neatly, staying within outlines
• Draws a man with head, trunk, legs, arms and features
• Can cut a strip of paper neatly

Tips and activities

• Encourage your child to play with toys that can help her practise putting things together, e.g. puzzles and building blocks.
• Ask your child questions when you see her playing. Let her expand her answers by asking additional questions. For example, say “That’s a nice house you’re building. Why is it shaped like that?”

Red flags (Key developmental warning signs)

• The size of head is too large or too small
• Persistence of primitive reflexes >6 months of age
• Lack of back-and-forth vocalisations and responsive smiles by 8-9 months
• No response to environment or parent by 12 months
• Not walking by 18 months
• No clear spoken words by 18 months
• No two-word sentences by 2 years
• Lack of interactive play with peers by 3 years
• Congenital anomalies, odd facial features linked to certain conditions
• Any delay or failure to reach normal milestones