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Developmental milestones: 0 through 12 months

Approximate chronologic age

1 month 2 months 3 months 4 months 5 months 6 months 7 months 8 months 9 months 10 months 11 months 12 months

Gross motor Turns head in Chest up in Props on Sits with Sits with pelvic Sits Bounces Gets into "Stands" on Creeps well Walks, one Stands well
supine prone forearms trunk support support momentarily when held sitting feet and hands Cruises hand held with arms
Chin up in Tries to in prone No head lag Rolls back to propped on Sits Commando Begins around Pivots in high and
prone steady Rolls to when pulled front hands without crawls creeping furniture sitting legs splayed
head briefly side to sit Parachute sits Pivots in prone support Pulls to Pulls to stand with two Cruises (posterior
when held Props on with arms (on belly) (steady) sitting/kneeling hands furniture protection)
Crawls with all
wrists supporting Bears weight on Puts arms four limbs Stands, one holding on Independen
Rolls front to trunk (anterior one hand in out to straightened hand held with one hand steps
back protection) prone sides for (bear walks) Walks, two Stands for a
balance hands held few seconds
(lateral
protection)

Fine motor/writing Hands fisted Hands Hands Clutches at Grasps cube Transfers hand- Grasps Bangs spoon Grasps with Clumsy Throws Scribbles
near face unfisted unfisted clothes using whole hand using side after a demo two finger and release of objects after demo
50% 50% Reaches hand (palmar Rakes pellet of hand Grasps with all thumb below cube Stirs with Fine pincer
Retains Inspects persistently grasp) Takes second (radial- four fingers (radial-digital) Grasps pellet spoon grasp of
rattle if fingers Plays with Transfers cube, holds on palmar and side of Bangs two with side of pellet
placed in Bats at rattle objects: Hand- to one grasp) thumb (scissor cubes together index finger Holds
hand objects Holds hands mouth-hand Reaches with grasp) and thumb crayon
Holds predominately Holds hands one hand Takes cube out (inferior Attempts
hands open together of cup pincer grasp) tower of two
together Reaches/grasps Pulls large peg Isolates cubes
dangling ring out index finger
and pokes

Self-help Sucks well Opens Brings Briefly holds Gums/mouths Feeds self Refuses Holds own Bites, chews Drinks (not Cooperates in Cooperates
mouth at hands to onto breast or pureed food crackers excess bottle cookie sucks) from dressing in dressing
sight of mouth bottle Places hands on food Finger feeds cup held for Finger feeds
breast or bottle Cheerios or him/her part of mea
bottle string beans Takes hat
off

Cognitive/academic Gazes at Follows Reaches Mouths Turns head to Touches Explores Seeks object Inspects parts Uncovers toy Finds toy Rattles
black-white large highly for objects look for reflection and different after it falls of a bell under cloth under cup spoon in cup
objects contrasting parent's Stares longer dropped spoon vocalizes aspects of silently to the Rings bell Pokes at Looks at Lifts box lid
Follows face objects face at novel faces Regards pellet Removes cloth a toy floor after demo pellet in pictures in to find toy
Recognizes Follows than familiar or small on face Observes Pulls string to bottle book
mother objects ones cracker Bangs and cube in obtain an Tries to put
moved in Shakes rattle shakes toys each hand attached toy cube in cup,
circle (in Reaches for Finds out of reach but may not
supine) ring/rattle partially be able to let
Regards hidden go
toys object

Social/emotional Discriminates Reciprocal Expression Smiles Recognizes Stranger Looks Lets parents Uses sounds Experiences Gives objects Shows
mother's smiling: of disgust spontaneously caregiver anxiety: from know when to get fear to adult for objects to
voice Responds (eg, sour at pleasurable visually Recognizes object to happy versus attention action after parent to
 Cries out of to adult taste, loud sight/sound Forms familiar versus parent and upset Separation Looks demonstration share
distress voice and sound) Stops crying attachment: unfamiliar back when Engages in anxiety preferentially (lets adult interest
smiles Visually at parent's Relationship to people wanting gaze Follows a point when name know he/she Points in
follows voice caregiver help (eg, monitoring: "Oh look at..." is called needs help) order to get
person To and fro with a Adult looks Recognizes desired
who is alternating wind-up away and child familiar people object
moving vocalizations toy) follows adult visually (proto-
across a glance with imperative
room own eyes pointing)

Receptive language Startles to Alerts to Regards Orients head Begins to Stops Looks Responds to Enjoys gesture Enjoys peek- Stops activity Follows one-
loud noise voice/sound speaker in direction of respond to momentarily to toward "come here" games a-boo when told step
a voice name "no" familiar Looks for Orients to Waves "bye- "no" command
Stops crying Gestures for object family name well bye" back Bounces to with gesture
to soothing "up" when members when Turns head music Recognizes
voice named asked (eg, upward and names of
Attends to "Where's diagonally to two objects,
music Mama?", etc) view source of looks when
sound named

Expressive Makes Coos Chuckles Laughs out Says "Ah-goo" Reduplicate Increasing Says "Mama" Says "Mama" Says "Dada" Says first Points in
language sounds other Social smile Vocalizes loud Razz, squeal babble with variety of (nonspecific) (nonspecific) (specific) word order to get
than crying (six weeks) when Vocalizes Expresses consonants syllables Nonreduplicate Nonreduplicate Waves "bye- Vocalizes to desired
Vowel-like talked to when alone anger with Listens then babble babble bye" songs object
noises sounds other vocalizes when Imitates Imitates (proto-
than crying adult stops sounds sounds imperative
Smiles/vocalizes pointing)
to mirror Uses severa
gestures
with
vocalizing
(eg, waving
reaching,
etc)

© 2007 Chris Johnson, MD, AAP Council on Children with Disabilities. Adapted with permission and contributions from: Frances Page Glascoe, PhD and Nicholas Robertshaw, authors of PEDS: Developmental Milestones; Franklin Trimm, MD, Vice Chair
of Pediatrics, USA/APA Education Committee; the Center for Disease Control "Act Early" Initiative; the National Institute for Literacy/Reach Out and Read; and the Inventory of Early Development by Albert Brigance published by Curriculum
Associates, Inc. Permission is granted to reproduce these pages on the condition that they are only used as guide to average development and not as a substitute for standardized validated screening for developmental-behavioral problems.

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