- Crying and cooing to express needs.
- Responds to familiar voices and sounds.
- Makes eye contact during interactions.
- Begins to smile in response to stimuli.
- Starts to make more vowel-like sounds (e.g., “ooh” and “ah”).
- Makes cooing sounds during interactions.
- Smiles at familiar faces.
- Babbles and coos more frequently.
- Turns head towards sounds and voices.
- Begins to imitate some simple sounds.
- Laughs during play and interactions.
- Starts to show more vocal variety in babbling.
- May make consonant-vowel combinations (e.g., “ba,” “ma”).
- Begins to engage in turn-taking during vocal exchanges.
- Responds to their own name.
- May make repeated consonant sounds (e.g., “bababa”).
- Begins to explore pitch and volume in vocalizations.
- Starts to experiment with different consonant sounds.
- May use babbling to get attention.
- Enjoys making sounds and babbling for extended periods.
- Shows interest in looking at and manipulating their own tongue and lips.
- Begins to imitate some simple gestures, like waving bye-bye.
- Demonstrates increased understanding of simple words like “bye” or “mama.”
- Babbling becomes more complex and may include intonation patterns.
- Enjoys playing with sounds and repeating sounds for fun.
- May start to say simple words like “mama” or “dada” with understanding.
- Engages in more vocal play and imitates animal sounds.
- May point to objects and make vocalizations to show interest.
- Shows improved comprehension of simple commands (e.g., “come here”).
- Begins to use gestures more consistently, such as waving or pointing.
- Attempts to communicate needs through vocalizations and gestures.
- Expands vocabulary to include a few more words.
- Starts to combine gestures and vocalizations to communicate more effectively.
- May mimic the rhythm and melody of speech.
- Vocabulary continues to grow, with a few more words added.
- Starts to use single words or simple phrases to express needs and wants.
- May start to use the word “no” to protest or refuse.
- Lifts head briefly while lying on the stomach.
- Reflexively kicks legs when placed on their back.
- Grasps objects placed in their hand.
- Begins to show more head control.
- Can follow objects with their eyes.
- May briefly support weight on forearms when lying on the stomach.
- Lifts head and chest higher when placed on the stomach.
- Begins to push up on forearms.
- May start to roll from the stomach to the back.
- Holds head steady when upright and supported.
- Pushes up onto hands while on the stomach.
- May roll from back to stomach and vice versa.
- Rolls from front to back and back to front intentionally.
- Sits with support, such as in a high chair.
- Begins to reach for and grasp objects with both hands.
- Begins to sit independently for short periods.
- Supports weight on legs when held upright.
- Starts to show interest in reaching for and exploring toys.
- Sits without support for more extended periods.
- May begin to crawl, scoot, or creep.
- Shows improved hand-eye coordination when reaching for objects.
- Becomes more mobile, moving around on their belly or hands and knees.
- May pull themselves up to a standing position while holding onto furniture.
- Begins to use a pincer grasp (thumb and forefinger) to pick up small objects.
- Crawls effectively and may start to cruise along furniture.
- Can stand independently for a short time.
- Begins to explore the environment more actively.
- Walks with support, such as holding onto an adult’s hand.
- May take a few steps independently or with minimal support.
- Shows more controlled movements when handling objects.
- Walks independently or with minimal support.
- May start to climb stairs with assistance.
- Demonstrates improved fine motor skills, like stacking blocks.
- Walks confidently and may begin to run.
- May start to climb onto low furniture independently.
- Shows increased coordination and fine motor skills, such as using a spoon or scribbling with a crayon.
- Holds hands in a mostly closed position.
- Reflexively grasps objects placed in their hand.
- Tracks moving objects with their eyes.
- Begins to show visual interest in faces.
- Starts to open hands more frequently.
- May swipe at objects within reach.
- Begins to visually follow objects from side to side.
- Begins to reach for and bat at objects.
- Shows more controlled eye movements and visual tracking.
- Holds head up steadily when held upright.
- Grasps objects with a palmar grasp (entire hand).
- Begins to bring hands together in the midline of the body.
- May begin to explore objects by bringing them to the mouth.
- Begins to bring hands together in front of the body.
- Begins to manipulate objects, such as shaking a rattle.
- Starts to visually track objects as they move around.
- Begins to transfer objects from one hand to the other.
- May rake at objects using fingers.
- Shows more interest in exploring textures and objects.
- Grasps objects with a raking motion using fingers.
- Begins to feed themselves simple finger foods.
- May start to use a pincer grasp (thumb and forefinger) to pick up small objects.
- Improves finger control and starts to point at objects.
- May hold a bottle or sippy cup with assistance.
- Shows interest in scribbling with crayons or making marks.
- Uses a pincer grasp to pick up small objects.
- May start to imitate simple gestures like clapping or waving.
- Becomes more interested in self-feeding.
- Begins to stack and manipulate small blocks or toys.
- Enjoys playing with objects that open and close (e.g., containers).
- Shows interest in turning pages of a board book.
- Feeds themselves finger foods more independently.
- Can use a spoon or fork with assistance.
- Enjoys exploring sensory materials, like playdough.
- Feeds themselves with minimal assistance.
- May begin to imitate scribbling or drawing.
- Becomes more interested in pretend play with toys like dolls or stuffed animals.
These therapy milestones are general guidelines, and children develop at their own pace. If you have concerns about your child’s development, please reach out to the clinic to schedule an evaluation. Early intervention can be beneficial in addressing any concerns.