Newborn (0–1 Month)

• Gross Motor:
  • Flexed posture
  • Turns head to side while lying prone
  • Momentary head control in upright position
• Fine Motor:
  • Hands predominantly fisted
  • Reflexive grasp
• Social/Emotional:
  • Prefers human faces
  • Cries to communicate needs
• Language:
  • Startles to loud noises
  • Differentiated crying for hunger, discomfort

 Infancy (1–12 Months)

1–3 Months:

• Gross Motor:
  • Raises head and chest when lying prone
  • Pushes up on forearms
  • Begins to hold head steady
• Fine Motor:
  • Opens hands intermittently
  • Follows objects past midline
• Social/Emotional:
  • Social smile (6 weeks)
  • Watches faces intently
• Language:
  • Coos and gurgles
  • Recognizes parent's voice

4–6 Months:

• Gross Motor:
  • Rolls front-to-back (4 months), back-to-front (5–6 months)
  • Sits with support, begins unsupported sitting
• Fine Motor:
  • Grasps objects voluntarily
  • Transfers objects hand-to-hand (5 months)
• Social/Emotional:
  • Enjoys social interaction
  • Shows excitement with hands/feet
• Language:
  • Laughs and squeals
  • Babbles consonant sounds

7–12 Months:

• Gross Motor:
  • Sits steadily without support
  • Pulls to stand (9 months)
  • Walks with support ("cruising") by 12 months
• Fine Motor:
  • Pincer grasp develops (10 months)
  • Points with index finger
• Social/Emotional:
  • Stranger anxiety (8–9 months)
  • Imitates simple actions
• Language:
  • Says "mama" and "dada" nonspecifically (8–10 months)
  • Says first words with meaning (12 months)

Toddlerhood (1–3 Years)

12–18 Months:

• Gross Motor:
  • Walks independently
  • Stoops and recovers
• Fine Motor:
  • Scribbles spontaneously
  • Feeds self with fingers
• Social/Emotional:
  • Separation anxiety peaks
  • Shows affection for familiar people
• Language:
  • Vocabulary of 5–10 words
  • Follows 1-step commands

18–24 Months:

• Gross Motor:
  • Runs stiffly
  • Climbs stairs with hand held
• Fine Motor:
  • Builds a tower of 4–6 blocks
  • Turns pages in a book
• Social/Emotional:
  • Parallel play begins
  • Shows defiant behavior
• Language:
  • Vocabulary expands to 50+ words
  • Combines two words (e.g., "want cookie")

Early Childhood (3–5 Years)

3 Years:

• Gross Motor:
  • Climbs stairs alternating feet
  • Pedals a tricycle
• Fine Motor:
  • Copies a circle
  • Builds a tower of 9–10 blocks
• Social/Emotional:
  • Cooperative play begins
  • Shows empathy
• Language:
  • Speaks in 3–4 word sentences
  • Knows 200+ words
  • Understands prepositions (e.g., on, in)

4 Years:

• Gross Motor:
  • Hops on one foot
  • Catches a ball
• Fine Motor:
  • Copies a cross
  • Dresses and undresses with supervision
• Social/Emotional:
  • Prefers group play
  • Imaginary play common
• Language:
  • Tells stories
  • Knows colors and numbers
  • Uses plurals and past tense

5 Years:

• Gross Motor:
  • Skips and gallops
  • Rides a bicycle with training wheels
• Fine Motor:
  • Copies a triangle
  • Writes some letters or numbers
• Social/Emotional:
  • Follows rules in games
  • Recognizes authority
• Language:
  • Speaks in full sentences
  • Knows address and phone number
  • Understands time concepts (e.g., yesterday, today)

Middle Childhood (6–8 Years)

6 Years:

• Gross Motor:
  • Balances on one foot for 10 seconds
  • Rides a bike without training wheels
• Fine Motor:
  • Copies a diamond shape
  • Writes short sentences
• Social/Emotional:
  • Enjoys team activities
  • Develops friendships based on shared interests
• Language:
  • Reads simple books
  • Writes stories

7–8 Years:

• Gross Motor:
  • Masters skills like swimming, skating
  • Participates in organized sports
• Fine Motor:
  • Writes neatly and legibly
  • Uses scissors accurately
• Social/Emotional:
  • Understands complex emotions (e.g., pride, guilt)
  • Forms stronger peer relationships
• Language:
  • Uses more complex sentences
  • Engages in detailed storytelling

Key Considerations

• Developmental milestones vary; delays in one domain may not indicate overall developmental issues.
• Early intervention is critical for any suspected delays, especially in communication or social skills.
• Regular developmental screening and parental education are essential to monitor progress effectively.