ONE MONTH TO ONE YEAR

1 MONTH DEMONSTRATES HEAD LAG GRASP REFLEX

2 MONTHS LIFTS HEAD OFF MATTRESS WHEN PRONE HOLDS HANDS IN AN OPEN POSITION

3 MONTHS RAISE HEAD & SHOULDER OFF MATTRESS NO LONGER HAS A GRASP REFLEX
WHEN PRONE KEEPS HANDS LOOSELY OPEN

SLIGHT LAG

4 MONTHS ROLLS FROM BACK TO SIDE PLACES OBJECTS IN MOUTH

5 MONTHS ROLLS FROM FRONT TO BACK USES PALMAR GRASP DOMINANTLY

6 MONTHS ROLLS FROM BACK TO FRONT HOLDS BOTTLE

7 MONTHS BEARS FULL WEIGHT ON FEET MOVES OBJECTS FROM HAND TO

HAND

8 MONTHS SITS UNSUPPORTED BEGINS USING PINCER GRASP

9 MONTHS PULLS TO A STANDING POSITION HAS A CRUDE PINCER GRASP

CREEPS ON HANDS & KNEES INSTEAD OF
CRAWLING

10 CHANGES FROM PRONE TO SITTING GRASPS RATTLE BY ITS HANDLE

MONTHS

11 WALKS WHILE HOLDING ONTO SOMETHING PLACES OBJECT INTO CONTAINER

MONTHS NEAT PINCER GRASP

12 SITS DOWN FROM A STANDING POSITION TRIES TO BUILD A 2 BLOCK TOWER

MONTHS WITHOUT ASSISTANCE WITHOUT SUCCESS

ONE TO THREE YEARS

FIFTEEN MONTHS WALKS WITHOUT HELP USES A CUP WELL

CREEPS UP STAIRS BUILDS A TOWER OF 2 BLOCKS
 EIGHTEEN ASSUMES A STANDING POSITION MANAGES A SPOON WITHOUT
MONTHS THROWS A BALL OVERHAND ROTATION
TURNS PAGES IN A BOOK, TWO
OR THREE AT A TIME

TWO YEARS WALKS UP AND DOWN STAIRS BY PLACING BUILDS A TOWER OF SIX OR
BOTH FEET ON EACH STEP SEVEN BLOCKS

TWO AND A HALF JUMPS IN PLACE WITH BOTH FEET DRAWS A CIRCLE
YEARS STANDS ON ONE FOOT MOMENTARILY

THREE TO SIX YEARS

THREE YEARS RIDES A TRICYCLE

JUMPS OFF BOTTOM STEP
STANDS ON ONE FOOT FOR A FEW SECS

FOUR YEARS SKIPS AND HOPS ONE ONE FOOT

THROWS A BALL OVERHEAD

FIVE YEARS JUMPS ROPE

WALKS BACKWARD WITH HEEL TO TOE
THROWS AND CATCHES A BALL WITH EASE

INFANT REFLEXES

SUCKING & ROOTING PALMAR GRASP PLANTAR GRASP STARTLE REFLEX

REFLEXES
BIRTH TO 3 MOS BIRTH TO 8 MOS BIRTH TO 4 MOS
BIRTH TO 4 MOS PLACE AN OBJECT IN TOUCH SOLE OF CLAP OR MAKE LOUD
STROKE CHEEK OR EDGE OF INFANTS PALM FOOT NOISE
MOUTH TO HAVE INFANT GRASP TO HAVE TOES TO HAVE ARMS AND
TO HAVE HEAD TURN TO CURL DOWN ELBOWS ABDUCT
SIDE AND SUCK WHILE HANDS
CLENCHED

MORO REFLEX TONIC NECK BABINSKI REFLEX STEPPING

REFLEX/FENCER
BIRTH TO 4 MOS BIRTH TO 1YR 3 TO 4 WKS
POSITION
HOLD AND LET HEAD FALL STROKE OUTER HOLD UPRIGHT ON
BACK 3 TO 4 MOS SOLE OF THE TOES SURFACE
ARMS AND EXTENDS TURN HEAD TO ONE TO HAVE TOES FAN TO HAVE THEM STEP OR
EXTEND AND ABDUCT SIDE UPWARD AND WALK
WHILE FINGERS SPREAD THE ARM AND LEG WILL OUTWARD
AND FORM C POSITION LIKE FENCING

PIAGET

The sensorimotor stage, from birth to 24 mos

Separation - learns to separate themselves from objects in the enviro

Object permanence - know object exists; begins approx. at 9 mos

Mental representation - recognition of symbols

The preoperational stage, from age 19 to 24 mos

Concept of object permanence fully developed

Toddlers demonstrates memories of events related to them

Domestic mimicry (playing house)

Preoperational thought does not allow todds to understand viewpoints, but symbolizes objects and
imitate people

The intuitive thoughts, from age 4 to 7 yrs

The concrete operational stage, from age 6 to 12 yrs

Transitions from perceptual to conceptual thinking

Masters the concept of conservation

Learns to tell time

Classifies more complex info

Able to see the perspective of others

Able to solve problems

The formal operational stage, which begins in adolescence 12 to 20 yrs

Able to think through more than 2 categories

Capable of evaluating the quality of their own thinking

Able to maintain attention for longer periods of time

Highly imaginative and idealistic

Increasingly capable of using logic to make decisions

Think beyond current circumstances

Able to understand how the actions of an individual influence others

ERIKSON

Birth to 1 Trust vs. Mistrust

yr
Caregiver and infant relationship and care received

Infant begins to learn delayed gratification

Trust is developed by meeting comfort, feeding, stimulation, and care needs

Mistrust develops if needs are inadequate or inconsistent

1 to 3 yrs Autonomy vs. Shame and Doubt

Independence is paramount for todds, who are attempting to do everything for

themselves

3 to 6 yrs Initiative vs. Guilt

Preschoolers become energetic learners, despite not having all of the physical abilities
necessary to be successful at everything

Guilt can occur when preschoolers believe they have misbehaved or when they are unable
to accomplish a task

Guiding preschoolers to attempt activities within their capabilities while setting limits is
appropriate

6 to 12 Industry vs. Inferiority

yrs
A sense of industry of achieved through the development of skills

A sense of accomplishment is gained through the ability to cooperate and compete with
others
 Children should be taught that not everyone will master every skill

12 to 20 Identity vs. Role confusion

yrs
Adolescents develop a sense of personal identity and come to view themselves as unique
individuals

 Group identity : adolescents become part of a peer group that greatly influences
behavior

LANGUAGE

Birth to 1 Crying is the first form of verbal communication

yr
Vocalizes with cooing noises

Responds to noises

Turns to sound of rattle

Laughs and squeals

Pronounce single syllable words

Begins speaking 2 word phrases and progresses to speaking 3 word phrases

Says 3 to 5 words and comprehends no by the age of 1 yr

1 to 3 yrs Language increases to about 300 words by the age 2 yrs

3 to 6 yrs The vocabulary of preschoolers increases to more than 2100 words by the end of the 5th
yr

Preschoolers speak in sentences of 3 to 4 words at ages 3 to 4 yrs and 4 to 5 words at the

age of 4 to 5 yrs

This age group enjoys talking, and language becomes their primary method of
communication

6 to 12 yrs Defines many words and understands rules of grammar

Understands that word can have multiple meanings

12 to 20 Able to converse
yrs

AGE RELATED

Birth Age appropriate activities:

to 1 yr Rattles, teething toys, nesting toys, pat a cake, playing with balls, reading books, mirrors,
brightly colored toys, playing with blocks

Injury Prevention:

Avoid small objects, provide age related toys, check clothing for hazards like buttons, keep
toxins and plants out of reach, place safety locks on cabinets for chemicals and meds, use
carbon monoxide detector, childproof containers for meds, do not leave attended by water
resource, secure fencing around pool, avoid plastic bags, ensure crib mattress fits snug,
remove crib mobiles by 4 to 5 mos, keep pillows out of crib, and keep infant placed on their
back to prevent sids.

1 to 3 Nutrition:
yrs
Switch from whole milk to low fat after age of 2 yrs, trans fatty acids and saturated fats
should be avoided, limit fruit juice 4 to 6 oz per day, cut food into small, bite-size pieces to
prevent choking hazards, do not allow drinking or eating during play activities or while lying
down.

Injury Prevention:

Keep sharps out of reach, lock firearms in cabinet/box, teach todds stranger safety, do not
leave todds with animals, do not leave todd unattended in bathtub, keep toilet lids closed,
teaching todd water safety and swim, keep bathroom doors closed, check bath water temp,
set hot water heaters to 49 celsius (120 degrees), keep pot handles pointed to back of stove,
cover electrical outlets, have smoke detectors, apply sunscreen while outside, keep doors
and windows locked, place crib mattresses in lowest position with rails up, and use safety
gates at the top and bottom stairs.

3 to 6 Age appropriate activities:

yrs
Putting puzzles together, playing pretend and dress up, painting, simple sewing, reading
books , wading pools, skating, and electronic games.

Injury prevention:

Stand back from curb, look left and right while crossing street, walk on the left facing traffic
when there are no sidewalks, and at night wear light colored clothing that has fluorescent
 materials attached.

6 to Nutrition:
12 yrs
Avoid using food as a reward, emphasize physical activity, ensure a balanced diet is
consumed, encourage children to select healthy foods and snacks, avoid eating fast foods
frequently, avoid skipping meals, model healthy behaviors.

12 to Injury prevention:
20 yrs
Keep firearms unloaded and locked in cabinet or box, teach proper use of sporting
equipment prior to use, insist on helmet use, be aware of changes in mood for self harm,
encourage attendance at driver’s education courses, emphasize the need for adherence to
seat belts, discourage use of cell phone use while driving, teach the dangers of combining
substance abuse, role model desired behavior