Developmental Milestones and Developmental Disabilities

DEVELOPMENTAL MILESTONES

Developmental milestones are typical changes that occur in children as they grow from birth throughout childhood. Developmental milestones are reached at different times by different children. These are the developmental milestones that occur for most children within all of the major areas of development, including physical, cognitive, emotional/social and language/literacy development.

Age: By 2 months

Physical

-begins to hold head up

-starts pushing up during tummy time

-movement of arms and legs become smoother

Cognitive

-notices faces

-can begin tracking objects with eyes

-may express boredom (cry) without novelty

Emotional and Social

-smiles at other people

-can self-soothe

Language and Literacy

-makes cooing and gurgling sounds

-pays attention to sounds

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Age: By 4 months

Physical

-can hold head steady without support

-pushes legs against hard surfaces

-may begin rolling over

-can grasp and hold toys

Cognitive:

-can express happiness and sadness

-can respond to affection from others

-can recognize familiar people and objects

Emotional and Social

-enjoys play and novelty

-may be able to copy facial expressions

Language and Literacy

-can babble

-will cry in various ways to express needs, such as sleep or food

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Age: By 6 months

Physical:

-can roll over both directions

-can sit unsupported

-can support own weight on legs

-may be able to bounce up and down

Cognitive:

-can intentionally bring objects to his/her mouth

-can pass objects from one hand to another

-expresses more curiosity about his/her environment

Emotional and Social

-can recognize familiar people vs. strangers

-can respond to the emotions of others

-can recognize self in a mirror

Language and Literacy

-can respond to people with basic sounds

-can pronounce vowels

-can recognize own name

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Age: By 9 months

Physical:

-can stand while holding furniture or something for support

-can maneuver body into a sitting position

-can crawl

Cognitive:

-can look for hidden objects

-can watch objects as they fall

-can play "peek-a-boo"

Emotional and Social:

-may become clingy to caregivers and fearful of strangers

-may have developed favourite toys

Language and Literacy:

-can make basic sounds (ie. "mama" and "dada")

-can copy the sounds of other people

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Age: By 1 year

Physical:

-can walk, (may need support of nearby objects)

-might be able to stand or walk without holding on

Cognitive:

-can easily find hidden objects

-explores in new ways (ie. throwing, banging on objects)

-can copy other people's gestures

-can follow simple directions

Emotional and Social

-can gain attention through sounds and actions

-may be fearful of new situations or caregiver leaving

-may show preference to certain people or objects

Language and Literacy:

-can respond to others' requests

-can try to say the words that he/she hears

-can communicate through gestures

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Age: By 18 months

Physical

-can walk without support

-may be able to climb stairs

-may be able to run

-can drink from a cup

-can carry objects (toys) while walking

-can eat with a utensil

Cognitive:

-can understand the function of objects

-can point to things to express interest

-can follow more directions

Emotional and Social:

-may have temper tantrums

-can play pretend games

-explores a lot, but may need caregiver close by

Language and Literacy:

-can say many words

-may communicate by pointing

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Age: By 2 years

Physical

-more co-ordination (ie. can throw or kick a ball)

-can climb stairs

-can draw and colour

Cognitive:

-can distinguish shapes, colours, etc.

-can learn and recall the content of books and songs

-can follow more complex directions

Emotional and Social:

-can copy the behaviour of others

-becomes more independent

-may disobey rules or act resistant

Language and Literacy:

-can form short sentences

-can repeat more words

-can name objects and people

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Age: By 3 years

Physical

-can easily climb stairs

-can run

-can use a tricycle or bike with training wheels

Cognitive:

-can play pretend games

-can understand the meaning of numbers

-can solve problems (ie. puzzles or blocks)

Emotional and Social:

-can show affection for peers

-imitates actions of others

-can show empathy

-has a greater range of emotional expression

Language and Literacy:

-can hold conversations

-can name more objects and people

-understands more complex direction ( 2 to 3 step directions)

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Age: By 4 years

Physical:

-can hop

-can stand on one foot

-can catch a ball with greater accuracy

-can eat with more control

Cognitive:

-can name colours, numbers, letters, etc.

-can remember story plots

-can distinguish more complex ideas (ie. same vs. different)

-can play more difficult games (ie. board, cards, etc.)

Emotional and Social:

-becomes more creative

-shows and expresses own interests

-shows more interest in playing with others

Language and Literacy:

-can tell stories

-understand more grammatical rules

-can sing or recite a poem

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Age: By 5 years

Physical:

-can hop, skip and stand on one foot for an extended time

-may be able to somersalt or climb

-is toilet trained

-can use more utensils while eating

Cognitive:

-can count

-can draw

-can understand daily scenarios (ie. grocery shopping, going to school)

Emotional and Social:

-wants to have friends and make them happy

-has gender awareness

-follows more rules

Language and Literacy:

-can speak in clear sentences

-can understand past vs future tense

-may be able to recite more complex things (ie. address)

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DEVELOPMENTAL DISABILITIES

Developmental disabilities are a group of conditions due to an impairment in physical, learning, language or behaviour areas. Some of the common ones are attention-deficit hyperactivity disorder, Asperger syndrome, autism, cerebral palsy and fetal alcohol syndrome. These disabilities usually begin during the early years of life and tend to have lifelong effects. They may be caused by nature (genetically-based causes) or nurture (fetal exposure to alcohol).

Attention-deficit hyperactivity disorder (ADHD) is a common behavioural disorder found in children. It's primary features are the presence of attentional difficulties and in some cases hyperactivity. These children usually have trouble paying attention for long periods of time, making school classes and homework difficult. They also have trouble controlling behavioural impulses, such as running across a road without checking for cars first. ADHD is usually not diagnosed in the early years as most babies and toddlers have not yet developed the skills that may be lacking in children with ADHD. No one knows the exact cause, but certain things play a role. Possible causes of ADHD may include, genetics (runs in families), head injuries to the frontal lobe of the brain, pregnancy problems, low birth weight, premature babies or moms who smoke or drink may have a higher risk of having a child with ADHD. Diagnosis of ADHD is usually done by a pediatrician or mental health professional. Support options include behaviour therapy and medications.

Asperger Syndrome is a type of autism spectrum disorder, characterized by higher IQ levels (average or above average) and no language delays. The main features of this disorder are deficits in social and emotional skills. Causes of Asperger's are unclear. Some of the support options for Asperger's include support groups (Asperger's Society of Ontario), counseling, psycho-education, social skills training, medication, family intervention and special diets.

Autism spectrum disorder (ASD) is a developmental disability characterized by a continuum of disabilities in social, emotional and communication skills. ASD is most apparent by the social interactions of a person with it. Causes of ASD are unknown, but there appears to be some gentic factor that may play a role. Support can significantly improve the ability of the person to be successful in all areas of their life. Interventions may include: occupational therapy, speech and language therapy, training for caregivers, behavioural therapy and Individualized Educational Plans (IEP). *See BLOG post - Autism

The term cerebral palsy refers to a group of similar disorders in which neurological (brain-related) problems cause challenges related to muscle strength and movements. The brain of a child with cerebral palsy may have been affected in a number of different ways (ie. brain bleed, lack of oxygen during or after birth). Support for children with cerebral palsy include assistive devices, education, therapy, physio, occupational, speech and language, and early intervention.

Fetal alcohol spectrum disorders (FASDs) are characterized by a continuum of disabilities related to prenatal alcohol exposure of the fetus. Babies born with FAS may have physical abnormalities (i.e., small head circumference, facial abnormalities), cognitive problems and behavioural problems (ie. emotional problems). This disorder can be avoided by avoiding alcohol during pregnancy. Support available for children with FAS includes: speech and language therapy, occupational therapy, psychologists, psychiatrists, physiotherapists, social workers, educators, and training for caregivers.

If a developmental disability is suspected the best course of action is to seek medical consultation.