Education week 3 assignment

Observation Tools in Action

This week is observation week! You will observe in the learning environment you identified in week two of class. As you are learning, using observation tools to assess student development and progress is one way teachers can gather important information in a child’s natural setting. Teachers collect information about children through many different lenses using a variety of methods. There is no single method that a teacher can use to understand the whole child. Instead, they use a variety of tools to gather a bigger picture of childhood development.

For your assignment this week, you will select at least one observation tool that you can use during your scheduled observation. You will conduct an observation using the selected tool and then reflect on your learning from the observation. Plan to conduct your observation for at least 30 minutes. If you are not able to conduct an assessment in a classroom environment, please navigate to the alternate video assessment tab.

Assignment Instructions

In your paper, use the following bullets to plan and reflect on your observation this week:

Identify the age of the children included in your observation.
Describe the scenario for the observation in terms of where it occurred, how many children were present, the activity type, and any other relevant information.
Explain the observation tool you selected to use for this assignment and the process of using the selected tool in real life during your observation experience.
Analyze your notes and information in one or two paragraphs.
Outline two findings of a child/children from your observation that you would want to document for future planning.
Summarize one learning activity you might use with the child or children to support their developmental needs based on your findings.

Prepare

To prepare for this assignment,

Read Chapters 7 and 8 of your course text.

Review the video, How to ObserveLinks to an external site..

Read the Milestone Moments ChecklistLinks to an external site..

Consider the age group you will be observing and what type of activity will be taking place. Select one tool you could use to assess a student you identify with during the scheduled observation. You may choose any of the following templates and customize them as needed or create your own.

Anecdotal Notes Download Anecdotal NotesTemplate
Photo Documentation Download Photo DocumentationTemplate (Please do not show any child’s face in your images by either cropping out faces or placing an emoji or other image in place of the face)
Event Sampling Download Event SamplingTemplate
Blank Behavior and Work Habits Checklist Download Blank Behavior and Work Habits ChecklistTemplate
Letters and Numbers Checklist Download Letters and Numbers ChecklistTemplate

Familiarize yourself with some of the typical developmental needs of children in your age range, if you’re not familiar with those already. You can review developmental milestones for children in this resources:

CDC’s Developmental MilestonesLinks to an external site.
Growth & Development: 6 to 12 Years (School Age)Links to an external site.
If you are unsure of this information, consider reaching out to the teacher to ask if they have any information to share in terms of a specific child they may suggest you observe or you can identify one who stands out to you during your time observing.

Choose one of the following tools to present your work on this assignment:

Observation Tools in Action Download Observation Tools in ActionWord document template
Observation Tools in Action Download Observation Tools in ActionPower Point template

Alternate Video Assessment

Choose one of the following videos as an alternative to an in-person classroom visit. This option is reserved for students who have received prior permission from the instructor.

Demonstration of Pyramid Model Practices: A Typical Day in a Toddler ClassroomLinks to an external site.
Demonstration of Pyramid Model Practices: A Typical Day in a Preschool ClassroomLinks to an external site.
Kindergarten MathematicsLinks to an external site.

Note: You may not learn the child’s name through the video, so feel free to describe a child as, for instance, Boy in Blue Shirt.

Week

: Observation Tools
in Action

Student’s Name

UAGC

ECD405: Assessment and Intervention

Instructor’s name

Date Submitted

The University of Arizona Global Campus
Proprietary & Confidential – For Internal Use Only

The title slide does not need notes.

Introduction

Preview the major points of your presentation.

In the notes area, provide sufficient background on the topic and describe what will be covered in your presentation. Be concise and to the point.

Refer to the

Writing

Center resources on

Introductions & Conclusions

and
Writing

Thesis

tatement

for guidance.

Be sure to view the

How to Make a PowerPoint Presentation

resource from the Writing Center.

Add additional slides as needed to this template.

The University of Arizona Global Campus
Proprietary & Confidential – For Internal Use Only

For each slide, compose a short paragraph in the notes section that introduces each slide and expands on its content; this would be your talking points for each slide during a presentation.

Observation Scenario

State the age of the children in the observation.

Describe the scenario for the observation in terms of where it occurred, how many children were present, the activity type, and any other relevant information.

From Title of Image [Description], by A.A. Photographer, Year, Site Name (URL). Copyright by Name of Copyright Holder.

The University of Arizona Global Campus
Proprietary & Confidential – For Internal Use Only

For each slide, compose a short paragraph in the notes section that introduces each slide and expands on its content; this would be your talking points for each slide during a presentation.

Observation Tool
4

Explain the observation tool you selected to use for this observation and the process of using the selected tool in real life during your observation.

From Title of Image [Description], by A.A. Photographer, Year, Site Name (URL). Copyright by Name of Copyright Holder.

The University of Arizona Global Campus
Proprietary & Confidential – For Internal Use Only

For each slide, compose a short paragraph in the notes section that introduces each slide and expands on its content; this would be your talking points for each slide during a presentation.

Observation Notes
5
Analyze your notes and information in one to two paragraphs placed in the notes section. The slide will have bullet points.

From Title of Image [Description], by A.A. Photographer, Year, Site Name (URL). Copyright by Name of Copyright Holder.

Right-click
Integrating Research for guidance

on incorporating research into your writing.
Right-click
APA: Citing Within Your Paper to learn

how to cite your sources in-text.

The University of Arizona Global Campus
Proprietary & Confidential – For Internal Use Only

For each slide, compose a short paragraph in the notes section that introduces each slide and expands on its content; this would be your talking points for each slide during a presentation.
5

Findings
6
Outline two findings of a child/children from your observation that you would want to document for future planning.

From Title of Image [Description], by A.A. Photographer, Year, Site Name (URL). Copyright by Name of Copyright Holder.

The University of Arizona Global Campus
Proprietary & Confidential – For Internal Use Only

For each slide, compose a short paragraph in the notes section that introduces each slide and expands on its content; this would be your talking points for each slide during a presentation.
6

Findings
7
Outline two findings of a child/children from your observation that you would want to document for future planning. Remember to use 18/24 pt. Font on slides, and adding supporting detail in the notes section below.

From Title of Image [Description], by A.A. Photographer, Year, Site Name (URL). Copyright by Name of Copyright Holder.

The University of Arizona Global Campus
Proprietary & Confidential – For Internal Use Only

For each slide, compose a short paragraph in the notes section that introduces each slide and expands on its content; this would be your talking points for each slide during a presentation.
7

Supporting Developmental Needs
8
Summarize one learning activity you might use with the child or children to support their developmental needs based on your findings.

From Title of Image [Description], by A.A. Photographer, Year, Site Name (URL). Copyright by Name of Copyright Holder.

The University of Arizona Global Campus
Proprietary & Confidential – For Internal Use Only

For each slide, compose a short paragraph in the notes section that introduces each slide and expands on its content; this would be your talking points for each slide during a presentation.
8

References
9
You must include a reference list with two or more credible sources formatted according to APA Style.
View the
APA: Formatting Your References List
resource for guidance.

The type font can be small but must be legible.
Journal article:
Author, A. A., & Author, B. B. (Date). Title of the article: Only the first word, proper nouns, acronyms, and words following a colon or dash are capitalized. Title of the Journal, volume number(issue number), XX–XX. https://doi.org/xxxxxxx or URL (if applicable)
Webpage article:
Author, A. A. or Group Author. (Year, Month Day, or n.d.). Title of the article: Only the first word, proper nouns, acronyms, and words following a colon or dash are capitalized. Name of Website (if different than Group Author), URL

The University of Arizona Global Campus
Proprietary & Confidential – For Internal Use Only

The References slide does not need notes. Add additional reference slides as needed.

image7.emf

image9

Week 3:

Observation Tools in Action

Your Name

The University of Arizona Global Campus

ECD405: Assessment and Intervention

Instructor’s Name

Due Date

Delete all “hint boxes” before submitting your assignment.

To access links in Word, right-click the link and select “Open Hyperlink.”

For help completing this assignment, review the following:

·
Chapters 7 and 8 of the course text.

Observation Tools in Action

Observation Scenario

In this section, you will identify the age of the children included in your observation and a description of the scenario. You will want to describe where this observation took place, how many children were in the room, the activity taking place during the observation, and any other relevant information.

Observation Tool

Include an explanation of the observation tool selected for this observation and your process for using the tool during your observation experience.

Analysis of Information

In this section, you will analyze your notes and information gathered from your tool in one to two paragraphs. This is a great place to use your research or information from your text to support your analysis.

Right-click

Integrating Research

for help.

Right-click

APA: Citing Within Your Paper

for help.

Use evidence from the readings to support the ideas in your paragraphs.

Right-click

Quoting, Paraphrasing, & Summarizing

for help.

Findings

Identify two findings of a child or children from your observation that you might want to document for future planning.

Learning Activity

Include a summary of one learning activity you could use with the child or children identified in the section above to support their developmental needs based on your findings.

*Two to three page minimum required for this assignment.

References

Include at least
two in your assignment. Use APA Style to format your sources on the References page. You
must include in-text citations throughout your paper to show your reader what information you used from outside sources.

APA academic journal reference entry

Author, A. A., Author, B. B., & Author, C. C. (Year).

Article title

. Journal Title, volume #(issue #), page range. http://doi.org/xxx.xxx.xxx.xxx

APA webpage (with a person as author) reference entry

Author, A. A. (Year, Month Day).

Webpage title

. Website Title. http://(URL)

APA webpage (with corporate/government author) reference entry

Title of Organization. (Year, Month Day).

Webpage title
. Website Title. http://(URL)

APA etextbook reference entry

Author, A. A. (Year Published).

Title of book: Subtitle of book

(edition, if other than the first). Publisher Name. https://doi.org/xxx.xxx.xxx (ebook’s DOI, or https://(URL) if not contained within a database and DOI is unavailable)

Right-click

APA: Formatting Your References List

for further help.

*In the final version of your assignment, be sure to remove all the hints (blue boxes) and directions within the template.

etters and

umbers

hecklists

Name:

D

ate/

T

ime:

>Capital Letter Names (

oint to Letters Cards, ask Child to state letter name)

Letter Sounds(Point to Letter Cards, ask child to state sound the letters make)

Number Recognition (Point to numbers and ask child to state number

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20

image1

Student Work Habits and Behavior Checklist

Name:

Date/Time:

Work Habit/Behavior

WOW!!

Working On

Needs Help

Notes

image1

Event Sampling

Student Name:

Age:

Date and

Time

Location:

Observer:

Time

Antecedent Event

Behavior

Consequent Event

image1

PHOTO DOCUMENTATION OBSERVATION

Child Name
Age
Date
Upload Photo
Observation Notes
Evaluation
Goal for next steps

image1

Anecdotal Notes

Student Name:

Subject:

Teacher:

Date:

Observations:

Notes for Instructional goals:

image1

Your baby at 2 months

Baby’s Name Baby’s Age Today’s Date

Milestones matter! How your baby plays, learns, speaks, acts, and moves offers
important clues about his or her development. Check the milestones your baby has
reached by 2 months. Take this with you and talk with your baby’s doctor at every
well-child visit about the milestones your baby has reached and what to expect next.

What most babies do by this age:

Social/Emotional Milestones
 Calms down when spoken to or picked up
 Looks at your face
 Seems happy to see you when you walk up to her
 Smiles when you talk to or smile at her

Language/Communication Milestones
 Makes sounds other than crying
 Reacts to loud sounds

Cognitive Milestones
(learning, thinking, problem-solving)
 Watches you as you move
 Looks at a toy for several seconds

Movement/Physical Development
Milestones
 Holds head up when on tummy
 Moves both arms and both legs
 Opens hands briefly

Other important things to share with the doctor…
 What are some things you and your baby do together?
 What are some things your baby likes to do?
 Is there anything your baby does or does not do that concerns you?
 Has your baby lost any skills he/she once had?
 Does your baby have any special healthcare needs or was he/she born prematurely?

You know your baby best. Don’t wait. If your baby is not meeting one or more milestones, has lost skills
he or she once had, or you have other concerns, act early. Talk with your baby’s doctor, share your concerns, and
ask about developmental screening. If you or the doctor are still concerned:
1. Ask for a referral to a specialist who can evaluate your baby more; and
2. Call your state or territory’s early intervention program to find out if your baby can get services to help. Learn
more and find the number at cdc.gov/FindEI.

For more on how to help your baby, visit cdc.gov/Concerned.

Don’t wait.
Acting early can make
a real difference!

Help your baby learn and grow
As your baby’s first teacher, you can help his or her learning and brain
development. Try these simple tips and activities in a safe way. Talk with your
baby’s doctor and teachers if you have questions or for more ideas on how to
help your baby’s development.

 Respond positively to your baby. Act excited, smile, and talk to him when he makes
sounds. This teaches him to take turns “talking” back and forth in conversation.

 Talk, read, and sing to your baby to help her develop and understand language.
 Spend time cuddling and holding your baby. This will help him feel safe and cared for. You will not

spoil your baby by holding or responding to him.
 Being responsive to your baby helps him learn and grow. Limiting your screen time when you are with your

baby helps you be responsive.
 Take care of yourself. Parenting can be hard work! It’s easier to enjoy your new baby when you feel good

yourself.
 Learn to notice and respond to your baby’s signals to know what she’s feeling and needs. You will feel

good and your baby will feel safe and loved. For example, is she trying to “play” with you by making
sounds and looking at you, or is she turning her head away, yawning, or becoming fussy because she
needs a break?

 Lay your baby on his tummy when he is awake and put toys at eye level in front of him. This will help him
practice lifting his head up. Do not leave your baby alone. If he seems sleepy, place him on his back in a
safe sleep area (firm mattress with no blankets, pillows, bumper pads, or toys).

 Feed only breast milk or formula to your baby. Babies are not ready for other foods, water or other drinks
for about the first 6 months of life.

 Learn when your baby is hungry by looking for signs. Watch for signs of hunger, such as putting hands to
mouth, turning head toward breast/bottle, or smacking/licking lips.

 Look for signs your baby is full, such as closing her mouth or turning her head away from the breast/bottle.
If your baby is not hungry, it’s ok to stop feeding.

 Do not shake your baby or allow anyone else to—ever! You can damage his brain or even cause his
death. Put your baby in a safe place and walk away if you’re getting upset when he is crying. Check on
him every 5–10 minutes. Infant crying is often worse in the first few months of life, but it gets better!

 Have routines for sleeping and feeding. This will help your baby begin to learn what to expect.

To see more tips and activities download CDC’s Milestone Tracker app.

This milestone checklist is not a substitute for a standardized, validated developmental screening tool. These developmental milestones show what most
children (75% or more) can do by each age. Subject matter experts selected these milestones based on available data and expert consensus.

www.cdc.gov/ActEarly | 1-800-CDC-INFO (1-800-232-4636)

Learn the Signs. Act Early.

Your baby at 4 months
Baby’s Name Baby’s Age Today’s Date

Milestones matter! How your baby plays, learns, speaks, acts, and moves offers
important clues about his or her development. Check the milestones your baby has
reached by 4 months. Take this with you and talk with your baby’s doctor at every
well-child visit about the milestones your baby has reached and what to expect next.

What most babies do by this age:

Social/Emotional Milestones
 Smiles on his own to get your attention
 Chuckles (not yet a full laugh) when you try to make

her laugh
 Looks at you, moves, or makes sounds to get or

keep your attention

Language/Communication Milestones
 Makes sounds like “oooo”, “aahh” (cooing)
 Makes sounds back when you talk to him
 Turns head towards the sound of your voice

Cognitive Milestones
(learning, thinking, problem-solving)
 If hungry, opens mouth when she sees breast or bottle
 Looks at his hands with interest

Movement/Physical Development
Milestones
 Holds head steady without support when you are

holding her
 Holds a toy when you put it in his hand
 Uses her arm to swing at toys
 Brings hands to mouth
 Pushes up onto elbows/forearms when on tummy

more and find the number at cdc.gov/FindEI.

For more on how to help your baby, visit cdc.gov/Concerned.

Don’t wait.
Acting early can make
a real difference!

 Respond positively to your baby. Act excited, smile, and talk to him when he makes
sounds. This teaches him to take turns “talking” back and forth in conversation.

 Provide safe opportunities for your baby to reach for toys, kick at toys and explore what is
around her. For example, put her on a blanket with safe toys.

 Allow your baby to put safe things in his mouth to explore them. This is how babies learn. For example,
let him see, hear, and touch things that are not sharp, hot, or small enough to choke on.

 Talk, read, and sing to your baby. This will help her learn to speak and understand words later.
 Limit screen time (TV, phones, tablets, etc.) to video calling with loved ones. Screen time is not

recommended for children younger than 2 years of age. Babies learn by talking, playing, and interacting
with others.

 Feed only breast milk or formula to your baby. Babies are not ready for other foods, water or other drinks
for about the first 6 months of life.

 Give your baby safe toys to play with that are easy to hold, like rattles or cloth books with colorful pictures
for her age.

 Let your baby have time to move and interact with people and objects throughout the day. Try not to keep
your baby in swings, strollers, or bouncy seats for too long.

 Set steady routines for sleeping and feeding.
 Lay your baby on her back and show her a bright-colored toy. Move the toy slowly from left to right and up

and down to see if she watches how the toy moves.
 Sing and talk to your baby as you help her “exercise” (move her body) for a few minutes. Gently bend and

move her arms and legs up and down.

To see more tips and activities download CDC’s Milestone Tracker app.

www.cdc.gov/ActEarly | 1-800-CDC-INFO (1-800-232-4636)

Learn the Signs. Act Early.

Your baby at 6 months
Baby’s Name Baby’s Age Today’s Date

Milestones matter! How your baby plays, learns, speaks, acts, and moves offers
important clues about his or her development. Check the milestones your baby has
reached by 6 months. Take this with you and talk with your baby’s doctor at every
well-child visit about the milestones your baby has reached and what to expect next.

What most babies do by this age:

Social/Emotional Milestones
 Knows familiar people
 Likes to look at himself in a mirror
 Laughs

Language/Communication Milestones
 Takes turns making sounds with you
 Blows “raspberries” (sticks tongue out and blows)
 Makes squealing noises

Cognitive Milestones
(learning, thinking, problem-solving)
 Puts things in her mouth to explore them
 Reaches to grab a toy he wants
 Closes lips to show she doesn’t want more food

Movement/Physical Development
Milestones
 Rolls from tummy to back
 Pushes up with straight arms when on tummy
 Leans on hands to support himself when sitting

For more on how to help your baby, visit cdc.gov/Concerned.

Don’t wait.
Acting early can make
a real difference!

 Use “back and forth” play with your baby. When your baby smiles, you smile; when he
makes sounds, you copy them. This helps him learn to be social.

 “Read” to your baby every day by looking at colorful pictures in magazines or books and talk
about them. Respond to her when she babbles and “reads” too. For example, if she makes
sounds, say “Yes, that’s the doggy!”

 Point out new things to your baby and name them. For example, when on a walk, point out cars, trees,
and animals.

 Sing to your baby and play music. This will help his brain develop.
 Limit screen time (TV, tablets, phones, etc.) to video calling with loved ones. Screen time is not

recommended for children younger than 2 years of age. Babies learn by talking, playing, and interacting
with others.

 When your baby looks at something, point to it and talk about it.
 Put your baby on her tummy or back and put toys just out of reach. Encourage her to roll over to reach

the toys.
 Learn to read your baby’s moods. If he’s happy, keep doing what you are doing. If he’s upset, take a break

and comfort your baby.
 Talk with your baby’s doctor about when to start solid foods and what foods are choking risks. Breast milk

or formula is still the most important source of “food” for your baby.
 Learn when your baby is hungry or full. Pointing to foods, opening his mouth to a spoon, or getting excited

when seeing food are signs that he is hungry. Others, like pushing food away, closing his mouth, or turning
his head away from food tells you that he’s had enough.

 Help your baby learn she can calm down. Talk softly, hold, rock, or sing to her, or let her suck on her
fingers or a pacifier. You may offer a favorite toy or stuffed animal while you hold or rock her.

 Hold your baby up while she sits. Let her look around and give her toys to look at while she learns to
balance herself.

To see more tips and activities download CDC’s Milestone Tracker app.

Learn the Signs. Act Early.

www.cdc.gov/ActEarly | 1-800-CDC-INFO (1-800-232-4636)

Your baby at 9 months*

Baby’s Name Baby’s Age Today’s Date

Milestones matter! How your baby plays, learns, speaks, acts, and moves offers
important clues about his or her development. Check the milestones your baby has
reached by 9 months. Take this with you and talk with your baby’s doctor at every
well-child visit about the milestones your baby has reached and what to expect next.

What most babies do by this age:

Social/Emotional Milestones
 Is shy, clingy, or fearful around strangers
 Shows several facial expressions, like happy, sad,
angry, and surprised
 Looks when you call her name
 Reacts when you leave (looks, reaches for you,
or cries)
 Smiles or laughs when you play peek-a-boo

Language/Communication Milestones
 Makes different sounds like “mamamama” and
“babababa”
 Lifts arms up to be picked up

Cognitive Milestones
(learning, thinking, problem-solving)
 Looks for objects when dropped out of sight
(like his spoon or toy)
 Bangs two things together

Movement/Physical Development
Milestones
 Gets to a sitting position by herself
 Moves things from one hand to her other hand
 Uses fingers to “rake” food towards himself
 Sits without support

* It’s time for developmental screening!
At 9 months, your baby is due for general developmental
screening, as recommended for all children by the American
Academy of Pediatrics. Ask the doctor about your baby’s
developmental screening.

For more on how to help your baby, visit cdc.gov/Concerned.

Don’t wait.
Acting early can make
a real difference!

 Repeat your baby’s sounds and say simple words using those sounds. For example, if
your baby says “bababa,” repeat “bababa,” then say “book.”

 Place toys on the ground or on a play mat a little out of reach and encourage your baby to
crawl, scoot, or roll to get them. Celebrate when she reaches them.

 Teach your baby to wave “bye-bye” or shake his head “no.” For example, wave and say “bye-bye” when
you are leaving. You can also teach simple baby sign language to help your baby tell you what he wants
before he can use words.

 Play games, such as peek-a-boo. You can cover your head with a cloth and see if your baby pulls it off.
 Play with your baby by dumping blocks from a container and putting them back in together.
 Play games with your baby, such as my turn, your turn. Try this by passing a toy back and forth.
 “Read” to your baby. Reading can be talking about pictures. For example, while looking at books or

magazines, name the pictures as you point to them.
 Limit screen time (TV, tablets, phones, etc.) to video calling with loved ones. Screen time is not

recommended for children younger than 2 years of age. Babies learn by talking, playing, and interacting
with others.

 Find out about choking risks and safe foods to feed your baby. Let him practice feeding himself with his
fingers and using a cup with a small amount of water. Sit next to your baby and enjoy mealtime together.
Expect spills. Learning is messy and fun!

 Ask for behaviors that you want. For example, instead of saying “don’t stand,” say “time to sit.”
 Help your baby get used to foods with different tastes and textures. Foods can be smooth, mashed, or

finely chopped. Your baby might not like every food on the first try. Give her a chance to try foods again
and again.

 Say a quick and cheerful goodbye instead of sneaking away so your baby knows you are leaving, even
if he cries. He will learn to calm himself and what to expect. Let him know when you return by saying
“Daddy’s back!”

To see more tips and activities download CDC’s Milestone Tracker app.

www.cdc.gov/ActEarly | 1-800-CDC-INFO (1-800-232-4636)

Learn the Signs. Act Early.

Your baby at 12 months
Baby’s Name Baby’s Age Today’s Date

Milestones matter! How your baby plays, learns, speaks, acts, and moves offers
important clues about his or her development. Check the milestones your baby has
reached by 12 months. Take this with you and talk with your baby’s doctor at every
well-child visit about the milestones your baby has reached and what to expect next.

What most babies do by this age:

Social/Emotional Milestones
 Plays games with you, like pat-a-cake

Language/Communication Milestones
 Waves “bye-bye”
 Calls a parent “mama” or “dada” or another special
name
 Understands “no” (pauses briefly or stops when
you say it)

Cognitive Milestones
(learning, thinking, problem-solving)
 Puts something in a container, like a block in a cup
 Looks for things he sees you hide, like a toy under
a blanket

Movement/Physical Development
Milestones
 Pulls up to stand
 Walks, holding on to furniture
 Drinks from a cup without a lid, as you hold it
 Picks things up between thumb and pointer finger,
like small bits of food

For more on how to help your baby, visit cdc.gov/Concerned.

Don’t wait.
Acting early can make
a real difference!

 Teach your baby “wanted behaviors.” Show her what to do and use positive words or
give her hugs and kisses when she does it. For example, if she pulls your pet’s tail, teach
her how to pet gently and give her a hug when she does it.

 Talk or sing to your baby about what you’re doing. For example, “Mommy is washing your hands”
or sing, “This is the way we wash our hands.”

 Build on what your baby tries to say. If he says “ta,” say “Yes, a truck,” or if he says “truck,” say “Yes, that’s
a big, blue truck.”

 Redirect your baby quickly and consistently by giving her a toy or moving her if she is getting into things
you don’t want her to get into. Save “no” for behaviors that are dangerous. When you say “no,” say it firmly.
Do not spank, yell, or give her long explanations.

 Give your baby safe places to explore. Baby-proof your home. For example, move sharp or breakable
things out of reach. Lock away medicines, chemicals, and cleaning products. Save the Poison Help Line
number, 800-222-1222, in all phones.

 Respond with words when your baby points. Babies point to ask for things. For example, say “You want
the cup? Here is the cup. It’s your cup.” If he tries to say “cup,” celebrate his attempt.

 Point to interesting things you see, such as a truck, bus, or animals. This will help your baby pay attention
to what others are “showing” him through pointing.

 Limit screen time (TV, tablets, phones, etc.) to video calling with loved ones. Screen time is not recommended
for children younger than 2 years of age. Babies learn by talking, playing, and interacting with others.

 Give your baby water, breast milk, or plain milk. You don’t need to give your baby juice, but if you do, give
4 ounces or less a day of 100% fruit juice. Do not give your baby other sugary beverages, such as fruit
drinks, soda, sports drinks, or flavored milks.

 Help your baby get used to foods with different tastes and textures. Foods can be smooth, mashed, or
finely chopped. Your baby might not like every food on the first try. Give your baby a chance to try foods
again and again.

 Give your baby time to get to know a new caregiver. Bring a favorite toy, stuffed animal, or blanket to help
comfort your baby.

 Give your baby pots and pans or a small musical instrument like a drum or cymbals. Encourage your baby
to make noise.

To see more tips and activities download CDC’s Milestone Tracker app.

www.cdc.gov/ActEarly | 1-800-CDC-INFO (1-800-232-4636)

Learn the Signs. Act Early.

Your child at 15 months

Child’s Name Child’s Age Today’s Date

Milestones matter! How your child plays, learns, speaks, acts, and moves offers
important clues about his or her development. Check the milestones your child has
reached by 15 months. Take this with you and talk with your child’s doctor at every
well-child visit about the milestones your child has reached and what to expect next.

What most children do by this age:

Social/Emotional Milestones
 Copies other children while playing, like taking toys
out of a container when another child does
 Shows you an object she likes
 Claps when excited
 Hugs stuffed doll or other toy
 Shows you affection (hugs, cuddles, or kisses you)

Language/Communication Milestones
 Tries to say one or two words besides “mama” or
“dada,” like “ba” for ball or “da” for dog
 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

Cognitive Milestones
(learning, thinking, problem-solving)
 Tries to use things the right way, like a phone, cup,
or book
 Stacks at least two small objects, like blocks

Movement/Physical Development
Milestones
 Takes a few steps on his own
 Uses fingers to feed herself some food

Other important things to share with the doctor…
 What are some things you and your child do together?
 What are some things your child likes to do?
 Is there anything your child does or does not do that concerns you?
 Has your child lost any skills he/she once had?
 Does your child have any special healthcare needs or was he/she born prematurely?

You know your child best. Don’t wait. If your child is not meeting one or more milestones, has lost skills
he or she once had, or you have other concerns, act early. Talk with your child’s doctor, share your concerns, and
ask about developmental screening. If you or the doctor are still concerned:
1. Ask for a referral to a specialist who can evaluate your child more; and
2. Call your state or territory’s early intervention program to find out if your child can get services to help. Learn
more and find the number at cdc.gov/FindEI.

For more on how to help your child, visit cdc.gov/Concerned.

Don’t wait.
Acting early can make
a real difference!

Help your child learn and grow
As your child’s first teacher, you can help his or her learning and brain
development. Try these simple tips and activities in a safe way. Talk with your
child’s doctor and teachers if you have questions or for more ideas on how to
help your child’s development.

 Help your child learn to speak. A child’s early words are not complete. Repeat and add
to what he says. He may say “ba” for ball and you can say “Ball, yes, that’s a ball.”

 Tell your child the names of objects when he points to them and wait a few seconds to see if
he makes any sounds before handing it to him. If he does make a sound, acknowledge him, and
repeat the name of the object. “Yes! Cup.”

 Find ways to let your child help with everyday activities. Let her get her shoes to go outside, put the snacks
in the bag for the park, or put the socks in the basket.

 Have steady routines for sleeping and feeding. Create a calm, quiet bedtime for your child. Put on his
pajamas, brush his teeth, and read 1 or 2 books to him. Children between 1 and 2 years of age need 11 to
14 hours of sleep a day (including naps). Consistent sleep times make it easier!

 Show your child different things, such as a hat. Ask him, “What do you do with a hat? You put it on your
head.” Put it on your head and then give it to him to see if he copies you. Do this with other objects, such
as a book or a cup.

 Sing songs with gestures, such as “Wheels on the Bus.” See if your child tries to do some of the actions.
 Say what you think your child is feeling (for example, sad, mad, frustrated, happy). Use your words, facial

expressions, and voice to show what you think she is feeling. For example, say “You are frustrated
because we can’t go outside, but you can’t hit. Let’s go look for an indoor game.”

 Expect tantrums. They are normal at this age and are more likely if your child is tired or hungry. Tantrums
should become shorter and happen less as he gets older. You can try a distraction, but it is ok to let him
have the tantrum without doing anything. Give him some time to calm down and move on.

 Teach your child “wanted behaviors.” Show her what to do and use positive words or give her hugs and
kisses when she does it. For example, if she pulls your pet’s tail, teach her how to pet gently. Give her a
hug when she does it.

 Limit screen time (TV, tablets, phones, etc.) to video calling with loved ones. Screen time is not recommended
for children younger than 2 years of age. Children learn by talking, playing, and interacting with others.

 Encourage your child to play with blocks. You can stack the blocks and she can knock them down.
 Let your child use a cup without a lid for drinking and practice eating with a spoon. Learning to eat and

drink is messy but fun!

To see more tips and activities download CDC’s Milestone Tracker app.

www.cdc.gov/ActEarly | 1-800-CDC-INFO (1-800-232-4636)

Learn the Signs. Act Early.

Your child at 18 months*

Child’s Name Child’s Age Today’s Date

Milestones matter! How your child plays, learns, speaks, acts, and moves offers
important clues about his or her development. Check the milestones your child has
reached by 18 months. Take this with you and talk with your child’s doctor at every
well-child visit about the milestones your child has reached and what to expect next.

What most children do by this age:

Social/Emotional Milestones
 Moves away from you, but looks to make sure you
are close by
 Points to show you something interesting
 Puts hands out for you to wash them
 Looks at a few pages in a book with you
 Helps you dress him by pushing arm through sleeve
or lifting up foot

Language/Communication Milestones
 Tries to say three or more words besides “mama” or “dada”
 Follows one-step directions without any gestures,
like giving you the toy when you say, “Give it to me.”

Cognitive Milestones
(learning, thinking, problem-solving)
 Copies you doing chores, like sweeping with a broom
 Plays with toys in a simple way, like pushing a toy car

Movement/Physical
Development Milestones
 Walks without holding on to anyone or anything
 Scribbles
 Drinks from a cup without a lid and may spill
sometimes
 Feeds herself with her fingers
 Tries to use a spoon
 Climbs on and off a couch or chair without help

* It’s time for developmental screening!
At 18 months, your child is due for general developmental
screening and an autism screening, as recommended for all
children by the American Academy of Pediatrics. Ask the doctor
about your child’s developmental screening.

For more on how to help your child, visit cdc.gov/Concerned.

Don’t wait.
Acting early can make
a real difference!

 Use positive words and give more attention to behaviors you want to see (“wanted
behaviors”). For example, “Look how nicely you put the toy away.” Give less attention to
those you don’t want to see.

 Encourage “pretend” play. Give your child a spoon so she can pretend to feed her stuffed animal.
Take turns pretending.

 Help your child learn about others’ feelings and about positive ways to react. For example, when he sees a
child who is sad, say “He looks sad. Let’s bring him a teddy.”

 Ask simple questions to help your child think about what’s around her. For example, ask her, “What is that?”
 Let your child use a cup without a lid for drinking and practice eating with a spoon. Learning to eat and

drink is messy but fun!
 Give simple choices. Let your child choose between two things. For example, when dressing, ask him if he

wants to wear the red or blue shirt.
 Have steady routines for sleeping and eating. For example, sit at the table with your child when she’s

eating meals and snacks. This helps set mealtime routines for your family.
 Limit screen time (TV, tablets, phones, etc.) to video calling with loved ones. Screen time is not

recommended for children younger than 2 years of age. Children learn by talking, playing, and interacting
with others. Limit your own screen time when you are with your child so you are able to respond to her
words and actions.

 Ask your child’s doctor and/or teachers if your child is ready for toilet training. Most children are not
successful at toilet training until 2 to 3 years old. If he is not ready, it can cause stress and setbacks, which
can cause training to take longer.

 Expect tantrums. They are normal at this age and should become shorter and happen less often as your
child gets older. You can try distractions, but it’s ok to ignore the tantrum. Give him some time to calm
down and move on.

 Talk with your child by facing her and getting down to her eye level when possible. This helps your child
“see” what you’re saying through your eyes and face, not just your words.

 Start to teach your child the names for body parts by pointing them out and saying things like “Here’s your
nose, here’s my nose,” while pointing to her nose and your own.

To see more tips and activities download CDC’s Milestone Tracker app.

www.cdc.gov/ActEarly | 1-800-CDC-INFO (1-800-232-4636)

Learn the Signs. Act Early.

Your child at 2 years*

Child’s Name Child’s Age Today’s Date

Milestones matter! How your child plays, learns, speaks, acts, and moves offers
important clues about his or her development. Check the milestones your child has
reached by age 2. Take this with you and talk with your child’s doctor at every
well-child visit about the milestones your child has reached and what to expect next.

What most children do by this age:

Social/Emotional Milestones
 Notices when others are hurt or upset, like pausing
or looking sad when someone is crying
 Looks at your face to see how to react in a new situation

Language/Communication Milestones
 Points to things in a book when you ask, like
“Where is the bear?”
 Says at least two words together, like “More milk.”
 Points to at least two 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 Milestones
(learning, thinking, problem-solving)
 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

Movement/Physical Development
Milestones
 Kicks a ball
 Runs
 Walks (not climbs) up a few stairs with or
without help
 Eats with a spoon

* It’s time for developmental screening!
At 2 years, your child is due for an autism screening, as
recommended for all children by the American Academy of
Pediatrics. Ask the doctor about your child’s developmental
screening.

For more on how to help your child, visit cdc.gov/Concerned.

Don’t wait.
Acting early can make
a real difference!

 Help your child learn how words sound, even if he can’t say them clearly yet. For
example, if your child says, “or nana,” say “You want more banana.”

 Watch your child closely during playdates. Children this age play next to each other, but do
not know how to share and solve problems. Show your child how to deal with conflicts by helping
her share, take turns, and use words when possible.

 Have your child help you get ready for mealtime, by letting him carry things to the table, such as plastic
cups or napkins. Thank your child for helping.

 Give your child balls to kick, roll, and throw.
 Give toys that teach your child how to make things work and how to solve problems. For example, give

her toys where she can push a button and something happens.
 Let your child play dress up with grown-up clothes, such as shoes, hats, and shirts. This helps him begin

to pretend play.
 Allow your child to eat as much or as little as she wants at each meal. Toddlers don’t always eat the same

amount or type of food each day. Your job is to offer her healthy foods and it’s your child’s job to decide if
and how much she needs to eat.

 Have steady routines for sleeping and feeding. Create a calm, quiet bedtime for your child. Put on his
pajamas, brush his teeth, and read 1 or 2 books to him. Children this age need 11 to 14 hours of sleep a
day (including naps). Consistent sleep times make it easier.

 Ask your child’s doctor and/or teachers about toilet training to know if your child is ready to start. Most
children are not able to toilet train until 2 to 3 years old. Starting too early can cause stress and setbacks,
which can cause training to take longer.

 Use positive words when your child is being a good helper. Let him help with simple chores, such as
putting toys or laundry in a basket.

 Play with your child outside, by playing “ready, set, go.” For example, pull your child back in a swing. Say
“Ready, set….”, then wait and say “Go” when you push the swing.

 Let your child create simple art projects with you. Give your child crayons or put some finger paint on
paper and let her explore by spreading it around and making dots. Hang it on the wall or refrigerator so
your child can see it.

To see more tips and activities download CDC’s Milestone Tracker app.

www.cdc.gov/ActEarly | 1-800-CDC-INFO (1-800-232-4636)

Learn the Signs. Act Early.

Your child at 30 months*

Child’s Name Child’s Age Today’s Date

Milestones matter! How your child plays, learns, speaks, acts, and moves offers
important clues about his or her development. Check the milestones your child has
reached by 30 months. Take this with you and talk with your child’s doctor at every
well-child visit about the milestones your child has reached and what to expect next.

What most children do by this age:

Social/Emotional Milestones
 Plays next to other children and sometimes plays
with them
 Shows you what she can do by saying, “Look at me!”
 Follows simple routines when told, like helping to pick

up toys when you say, “It’s clean-up time.”

Language/Communication Milestones
 Says about 50 words
 Says two or more words together, with one action
word, like “Doggie run”
 Names things in a book when you point and ask,
“What is this?”
 Says words like “I,” “me,” or “we”

Cognitive Milestones
(learning, thinking, problem-solving)
 Uses things to pretend, like feeding a block to a doll

as if it were food

 Shows simple problem-solving skills, like
standing on a small stool to reach something
 Follows two-step instructions like “Put the toy down
and close the door.”
 Shows he knows at least one color, like pointing to a

red crayon when you ask, “Which one is red?”

Movement/Physical Development Milestones
 Uses hands to twist things, like turning doorknobs
or unscrewing lids
 Takes some clothes off by himself, like loose pants
or an open jacket
 Jumps off the ground with both feet
 Turns book pages, one at a time, when you read to her

* It’s time for developmental screening!
At 30 months, your child is due for general developmental
screening as recommended for all children by the American
Academy of Pediatrics. Ask the doctor about your child’s
developmental screening.

more and find the number at cdc.gov/FindEI.

For more on how to help your child, visit cdc.gov/Concerned.

Don’t wait.
Acting early can make
a real difference!

 Encourage “free play,” where your child can follow her interests, try new things, and use
things in new ways.

 Use positive words and give more attention to behaviors you want to see (“wanted behaviors”),
than to those you don’t want to see. For example, say “I like how you gave Jordan the toy.”

 Give your child food choices that are simple and healthy. Let him choose what to eat for a snack or what
to wear. Limit choices to two or three.

 Ask your child simple questions about books and stories. Ask questions, such as “Who?” “What?” and
“Where?”

 Help your child learn how to play with other children. Show him how by helping him share, take turns, and
use his “words.”

 Let your child “draw” with crayons on paper, shaving cream on a tray, or chalk on a sidewalk. If you draw
a straight line, see if she will copy you. When she gets good at lines, show her how to draw a circle.

 Let your child play with other children, such as at a park or library. Ask about local play groups and
pre-school programs. Playing with others helps him learn the value of sharing and friendship.

 Eat family meals together as much as you can. Give the same meal to everyone. Enjoy each other’s
company and avoid screen time (TV, tablets, and phones, etc.) during meals.

 Limit screen time (TV, tablets, phones, etc.) to no more than 1 hour per day of a children’s program with an
adult present. Children learn by talking, playing, and interacting with others.

 Use words to describe things to your child, such as big/small, fast/slow, on/off, and in/out.
 Help your child do simple puzzles with shapes, colors, or animals. Name each piece when your child puts

it in place.
 Play with your child outside. For example, take your child to the park to climb on equipment and run in

safe areas.
 Allow your child to eat as much or as little as she wants at each meal. Your job is to offer her healthy foods

and it’s your child’s job to decide if and how much she wants to eat.

To see more tips and activities download CDC’s Milestone Tracker app.

www.cdc.gov/ActEarly | 1-800-CDC-INFO (1-800-232-4636)

Learn the Signs. Act Early.

Your child at 3 years
Child’s Name Child’s Age Today’s Date

Milestones matter! How your child plays, learns, speaks, acts, and moves offers
important clues about his or her development. Check the milestones your child has
reached by age 3. Take this with you and talk with your child’s doctor at every
well-child visit about the milestones your child has reached and what to expect next.

What most children do by this age:

Social/Emotional Milestones
 Calms down within 10 minutes after you leave her,
like at a childcare drop off
 Notices other children and joins them to play

Language/Communication Milestones
 Talks with you in conversation using at least two
back-and-forth exchanges
 Asks “who,” “what,” “where,” or “why” questions,
like “Where is mommy/daddy?”
 Says what action is happening in a picture or book
when asked, like “running,” “eating,” or “playing”
 Says first name, when asked
 Talks well enough for others to understand, most
of the time

Cognitive Milestones
(learning, thinking, problem-solving)
 Draws a circle, when you show him how
 Avoids touching hot objects, like a stove, when you
warn her

Movement/Physical Development
Milestones
 Strings items together, like large beads or macaroni
 Puts on some clothes by himself, like loose pants or
a jacket
 Uses a fork

You know your child best. Don’t wait. If your child is not meeting one or more milestones, has lost skills
he or she once had, or you have other concerns, act early. Talk with your child’s doctor, share your concerns, and
ask about developmental screening. If you or the doctor are still concerned:
1. Ask for a referral to a specialist who can evaluate your child more; and
2. Call any local public elementary school for a free evaluation to find out if your child can get services to help.

For more on how to help your child, visit cdc.gov/Concerned.

Don’t wait.
Acting early can make
a real difference!

 Encourage your child to solve her own problems with your support. Ask questions to help
her understand the problem. Help her think of solutions, try one out, and try more if needed.

 Talk about your child’s emotions and give him words to help him explain how he’s feeling. Help
your child manage stressful feelings by teaching him to take deep breaths, hug a favorite toy, or go
to a quiet, safe place when he is upset.

 Set a few simple and clear rules that your child can follow, such as use gentle hands when playing. If
he breaks a rule, show him what to do instead. Later, if your child follows the rule, recognize and
congratulate him.

 Read with your child. Ask questions, such as “What is happening in the picture?” and/or “What do you
think will happen next?” When she gives you an answer, ask for more details.

 Play counting games. Count body parts, stairs, and other things you use or see every day. Children this
age are starting to learn about numbers and counting.

 Help your child develop his language skills by speaking to him in longer sentences than his, using real
words. Repeat what he says, for example, “need nana,” and then show how to use more “grown-up”
words by saying, “I want a banana.”

 Let your child help with making meals. Give him simple tasks, such as washing fruits and vegetables or
stirring.

 Give your child instructions with 2 or 3 steps. For example, “Go to your room and get your shoes and coat.”
 Limit screen time (TV, tablets, phones, etc.) to no more than 1 hour per day of a children’s program with

an adult present. Don’t put any screens in your child’s bedroom. Children learn by talking, playing, and
interacting with others.

 Teach your child simple songs and rhymes, such as “Itsy Bitsy Spider” or “Twinkle, Twinkle, Little Star.”
 Give your child an “activity box” with paper, crayons, and coloring books. Color and draw lines and shapes

with your child.
 Encourage your child to play with other children. This helps him learn the value of friendship and how to

get along with others.

To see more tips and activities download CDC’s Milestone Tracker app.

www.cdc.gov/ActEarly | 1-800-CDC-INFO (1-800-232-4636)

Learn the Signs. Act Early.

Your child at 4 years
Child’s Name Child’s Age Today’s Date

Milestones matter! How your child plays, learns, speaks, acts, and moves offers
important clues about his or her development. Check the milestones your child has
reached by age 4. Take this with you and talk with your child’s doctor at every
well-child visit about the milestones your child has reached and what to expect next.

What most children do by this age:

Social/Emotional Milestones
 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?”
 Comforts others who are hurt or sad, like hugging a
crying friend
 Avoids danger, like not jumping from tall heights at
the playground
 Likes to be a “helper”
 Changes behavior based on where she is (place of
worship, library, playground)

Language/Communication Milestones
 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.”
 Answers simple questions like “What is a coat for?”
or “What is a crayon for?”

Cognitive Milestones
(learning, thinking, problem-solving)
 Names a few colors of items
 Tells what comes next in a well-known story
 Draws a person with three or more body parts

Movement/Physical Development
Milestones
 Catches a large ball most of the time
 Serves himself food or pours water, with adult
supervision
 Unbuttons some buttons
 Holds crayon or pencil between fingers and thumb
(not a fist)

You know your child best. Don’t wait. If your child is not meeting one or more milestones, has lost skills
he or she once had, or you have other concerns, act early. Talk with your child’s doctor, share your concerns, and
ask about developmental screening. If you or the doctor are still concerned:
1. Ask for a referral to a specialist who can evaluate your child more; and
2. Call any local public elementary school for a free evaluation to find out if your child can get services to help.

For more on how to help your child, visit cdc.gov/Concerned.

Don’t wait.
Acting early can make
a real difference!

 Help your child be ready for new places and meeting new people. For example, you can
read stories or role play (pretend play) to help him be comfortable.

 Read with your child. Ask him what’s happening in the story and what he thinks might happen next.
 Help your child learn about colors, shapes, and sizes. For example, ask the color, shapes, and size of

things she sees during the day.
 Encourage your child to use “his words” to ask for things and solve problems but show him how. He may

not know the words he needs. For example, help your child say, “Can I have a turn?” instead of taking
something from someone.

 Help your child learn about others’ feelings, and about positive ways to react. For example, when he sees
a child who is sad, say “He looks sad. Let’s bring him a teddy.”

 Use positive words and give attention to behaviors you want to see (“wanted behaviors”). For example,
say “You’re sharing that toy so nicely!” Give less attention to those you don’t want to see.

 Tell your child in a simple way why she can’t do something you don’t want her to do (“unwanted behavior”).
Give her a choice of what she can do instead. For example, “You can’t jump on the bed. Do you want to
go outside and play or put on some music and dance?”

 Let your child play with other children, such as at a park or library. Ask about local play groups and
pre-school programs. Playing with others helps you child learn the value of sharing and friendship.

 Eat meals with your child when possible. Let her see you enjoying healthy foods, such as fruits,
vegetables, and whole grains, and drinking milk or water.

 Create a calm, quiet bedtime routine. Avoid any screen time (TV, phone, tablet, etc.) for 1 to 2 hours
before bed and don’t put any screens in your child’s bedroom. Children this age need 10 to 13 hours of
sleep a day (including naps). Consistent sleep times make it easier!

 Give your child toys or things that encourage his imagination, such as dress-up clothes, pots and pans to
pretend cook, or blocks to build with. Join him in pretend play, such as eating the pretend food he cooks.

 Take time to answer your child’s “why” questions. If you don’t know the answer, say “I don’t know,” or help
your child find the answer in a book, on the Internet, or from another adult.

To see more tips and activities download CDC’s Milestone Tracker app.

www.cdc.gov/ActEarly | 1-800-CDC-INFO (1-800-232-4636)

Learn the Signs. Act Early.

Your child at 5 years
Child’s Name Child’s Age Today’s Date

Milestones matter! How your child plays, learns, speaks, acts, and moves offers
important clues about his or her development. Check the milestones your child has
reached by age 5. Take this with you and talk with your child’s doctor at every
well-child visit about the milestones your child has reached and what to expect next.

What most children do by this age:

Social/Emotional Milestones
 Follows rules or takes turns when playing games
with other children
 Sings, dances, or acts for you
 Does simple chores at home, like matching socks
or clearing the table after eating

Language/Communication Milestones
 Tells a story she heard or made up with at least two
events. For example, a cat was stuck in a tree and
a firefighter saved it
 Answers simple questions about a book or story
after you read or 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)

Cognitive Milestones
(learning, thinking, problem-solving)
 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”
 Pays attention for 5 to 10 minutes during activities.
For example, during story time or making arts and
crafts (screen time does not count)
 Writes some letters in her name
 Names some letters when you point to them

Movement/Physical Development
Milestones
 Buttons some buttons
 Hops on one foot

You know your child best. Don’t wait. If your child is not meeting one or more milestones, has lost skills
he or she once had, or you have other concerns, act early. Talk with your child’s doctor, share your concerns, and
ask about developmental screening. If you or the doctor are still concerned:
1. Ask for a referral to a specialist who can evaluate your child more; and
2. Call any local public elementary school for a free evaluation to find out if your child can get services to help.

For more on how to help your child, visit cdc.gov/Concerned.

Don’t wait.
Acting early can make
a real difference!

 Your child might start to “talk back” in order to feel independent and test what happens.
Limit the attention you give to the negative words. Find alternative activities for her to do
that allow her to take the lead and be independent. Make a point of noticing good behavior.
“You stayed calm when I told you it’s bedtime.”

 Ask your child what she is playing. Help her expand her answers by asking “Why?” and “How?” For
example, say “That’s a nice bridge you’re building. Why did you put it there?”

 Play with toys that encourage your child to put things together, such as puzzles and building blocks.
 Use words to help your child begin to understand time. For example, sing songs about the days of the

week and let him know what day it is. Use words about time, such as today, tomorrow, and yesterday.
 Let your child do things for himself, even if he doesn’t do it perfectly. For example, let him make his bed,

button his shirt, or pour water into a cup. Celebrate when he does it and try not to “fix” anything you don’t
have to.

 Talk about and label your child’s and your own feelings. Read books and talk about the feelings characters
have and why they have them.

 Play rhyming games. For example, say “What rhymes with cat?”
 Teach your child to follow rules in games. For example, play simple board games, card games, or Simon

Says.
 Create a spot in your home for your child to go to when he’s upset. Stay nearby so your child knows he is

safe and can come to you for help calming as needed.
 Set limits for screen time (TV, tablets, phones, etc.) for your child, to no more than 1 hour per day. Make

a media use plan for your family.
 Eat meals with your child and enjoy family time talking together. Give the same meal to everyone. Avoid

screen time (TV, tablets, phones, etc.) during mealtime. Let your child help prepare the healthy foods and
enjoy them together.

 Encourage your child to “read” by looking at the pictures and telling the story.
 Play games that help with memory and attention. For example, play card games, Tic Tac Toe, I Spy, or Hot

and Cold.

To see more tips and activities download CDC’s Milestone Tracker app.

www.cdc.gov/ActEarly | 1-800-CDC-INFO (1-800-232-4636)

Learn the Signs. Act Early.

Milestone Moments

Your baby at 2 months

Your baby at 4 months

Your baby at 6 months

Your baby at 9 months*

Your baby at 12 months

Your child at 15 months

Your child at 18 months*

Your child at 2 years*

Your child at 30 months*

Your child at 3 years

Your child at 4 years

Your child at 5 years

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