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Developmental Milestones: 2 1/2 to 12 Years
> Developmental Milestones: Birth to 2 Years
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Children grow and develop at different rates. However, most pass through an identifiable skill "set" along the
way. Called developmental milestones, these are skills which build on each other, from simple to complex,
during predictable time periods. For example, a child must babble single syllables (4 - 6 months) before
multiple syllables (7 to 9 months) before speaking 2-word sentences (18 - 24 months). Milestone charts
represent a "timetable" for mastery of these skills -- a guide to "normal" development. Keep in mind, however,
that children vary in their development and that an individual child may develop more quickly in one area than
in another.
Color codes: Abbreviations used:
Hearing
dB: decibel
LF: low frequency
HF: high frequency
Speech
CV: consonant-vowel
Language
R: Receptive
E: Expressive
I: Imitative
MLU: Mean Length of Utterance
Below are general guidelines for hearing/auditory, cognitive, speech (sound production) and language
(listening, understanding and using words) development. Most children will demonstrate these skills within six
months of the times listed. In reality, these areas overlap, as development in one area is reinforced and enhanced by growth in others.
For visual, motor, social and emotional developmental milestones, visit these sites from How Kids Develop: What is child development and what skills
do children develop at different ages?
First 6 Weeks
1 to 2 Years
1½ to 3 Months
2 to 3 Years
3 to 6 Months
3 to 5 Years
6 to 9 Months
5 to 7 Years
9 to 12 Months
Age Hearing
2 1/2
yrs.
1 of 7
Speech
2 1/2 years: 50% - 65%
intelligibility
continues to develop front
consonants
Language
ceases jargon (E)
responds appropriately to location
("in," "on") commands (R)
distinguishes between "one" and
"many" (R)
Cognition
begins to sort by shapes and
colors
begins make-believe play;
dramatizes mother and baby
begins to understand functional
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understands simple time concepts
("last night," "tomorrow") (R)
understands size differences (R)
recognizes general family names
("grandma," "mom") (R)
names 4+ pictures (E)
names 1+ colors (E)
counts to 2+ (E)
uses "a" and "the" correctly (E)
uses "and" ("mommy and daddy")
(E)
names and identifies 2+ objects
by function (E)
holds up fingers to give age (R)
understands "not now;" "no more"
(R)
uses 3-word sentences; MLU
2.0-2.5 (E)
converses with 2-3 simple
sentences (E)
imitates adult sentences (omits
prepositions, articles, and
adverbs, but keeps correct order)
(I)
begins to use regular past tense
(E)
begins using verb endings (-ing)
("Mommy pushing") (E)
uses plurals (E)
refers to self as "me" rather than
by name (E)
asks simple questions ("Where
ball?") (E)
improvises own word order ("look
me no") (E)
comprehends all sentence
structures (R)
vocabulary: 200-300 words (R)
Age Hearing
3-3
1/2
yrs.
2 of 7
begins making cognitive
judgments about what was
heard, e.g. “Tell me about
your trip to Disney World.”
Speech
continues use of echolalia
when difficulties in speech
are encountered
exhibits repetitions, especially
Language
comprehends and asks for
"another" (R)
responds to commands using
"under," "up/down," over there") or
concepts of familiar objects
and part/whole concepts
favors a specific color
Cognition
matches an object in hand or in
the room to a picture in a book
completes 5+ piece puzzle
counts 2 to 3 objects; knows
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(auditory processing)
starters ("I" and first
syllables)
speaks with a loud voice
increases range of pitch
begins developing rhythm
consistently uses initial
consonants (some are
misarticulated); frequently
omits medial consonants;
frequently omits or substitutes
final consonants
1
(3 yrs.) pronounces with
90% accuracy: "early 8"
consonants - m, b, j, n, w,
d, p, h (IPA consonant chart)
1
(3.5 yrs.) pronounces with
90% accuracy: all vowels and
diphthongs (except those with
an r, such as in the word
"bird")
uses approx. 27 phonemes
3 years: 75 - 80%
intelligibility
Age Hearing
4-4
1/2
yrs.
3 of 7
improves listening skills;
comprehends auditory
information in a variety of
settings (auditory
understanding)
Speech
substitutes some stops for
fricatives (i.e. “tat” for “sat”)
increases speech rate
whispers
1
(4 yrs.) pronounces with
2 related actions ("run fast") (R)
understands "taking turns" (R)
points to/recognizes 7+ body parts
(R)
names/matches 3+ colors (E)
names 3+ objects in a picture (E)
says full name (E); holds up
fingers to tell age (E)
uses 3-4 word sentences;
converses with self; MLU 2.5-3.0
(E)
shows interest in "why" and "how"
explanations (R)
expands use of verb endings
(-ing), plurals/possessives ("eat
cookies"), contractions (E)
begins the "why" question stage;
asks "wh"-questions ("What's
that?" and "Where ball?") (E)
uses 2-/3-word negative phrases
(E)
asks for "another" (E);
understands "now," "soon," and
"later" (R)
understands concepts of
part/whole, opposites, girl/boy (R)
continues increasing adjective use
(E)
begins using singular/plural
noun-verb agreement (E)
repeats 3+ digits (E)
"converses:" relates simple
imaginative tales; describes
actions in book (E)
vocabulary: 1000+ words (R);
800+ (E)
Language
makes requests, comments,
bosses and criticizes others (E)
long conversations: talks about
things that happened and makes
up stories; listens attentively to
stories and retells stories; MLU
more numbers (but not always
in the right order)
recognizes/identifies sounds in
the environment
pays attention for about 3
minutes
remembers what happened
yesterday
knows what is food and what is
not food
knows where things usually
belong
substitutes one object for
another in pretend play (as in
pretending a block is a "car")
laughs at silly ideas (like
milking a dog)
looks through a book alone
matches objects, e.g. circles
and squares, picture to
corresponding object, objects
with same function (shoe sock)
avoids some dangers, e.g. a
hot stove or a moving car
adds body parts to incomplete
drawing of a person
selects objects not the same /
Which doesn't belong? from
set of objects
Cognition
approaches problems from a
single point of view
begins to have a clearer sense
of time; wants to know what will
happen next
engages in fantasy play;
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5
yrs.
4 of 7
90% accuracy: "middle 8"
consonants - t, , k, g, f, v, t
,d
4 yrs: 80 % - 90%
intelligibility
3.0-4.0 (E)
expresses ideas and feelings
rather than just talking about the
world around him/her (E)
rote counts to 10+ (E)
understands the concept of
"three" (R)
groups objects such as foods,
clothes (R)
recognizes/matches 6+ colors (R)
understands/uses correctly "big,"
"little," "tall," "short" (R,E)
begins using analogies,
comparisons; can complete
opposite analogies ("sister is a
girl; brother is a ___.") (E)
describes the use of objects such
as "fork," "car" (E)
uses pronoun "we" (E)
identifies/names some coins (R,E)
enjoys poems and recognizes
language absurdities such as, "Is
that an elephant on your head?"
(R)
vocabulary: 1500+ words (R);
1200+ (E)
distinguishes between the real
and pretend worlds
takes turns and can do so
without always being reminded
identifies situations that would
lead to happiness, sadness, or
anger
draws somewhat recognizable
picture that is meaningful to
child if not to adult; names and
briefly explains picture
distinguishes day activity
(playing) from night activity
(sleeping)
sequences familiar routines,
simple finger plays, patterns of
blocks, 2-3 directions
traces/copies figures
(squares), drawn objects
knows division of day morning, afternoon, night
matches object to occupation fishing rod to fisherman
5 years: 98 - 100%
intelligibility
understands/uses dependent
clauses ("if," "because," "when")
(R)
converses with longer, more
complex sentences, but still makes
grammar errors; MLU 4.5+ (E)
understands the concept of "five"
(R)
makes mistakes pronouncing
complex words ("hippopotamus")
(E)
uses/responds to "how," "what,"
"where," "how" questions - Where
does milk come from? (E)
discusses feelings; tells stories
about self (E)
understands "before" and "after"
draws recognizable pictures;
copies more complex figures
(triangle)
knows own street and town
begins to relate clock time to
daily schedule
identifies a problem, lists
possible solutions verbally and
chooses which one(s) are
appropriate
knows about things used every
day in the home (money, food,
appliances)
tells color of unseen object "What color is an apple?
categorizes, naming items
without visual clues, e.g.
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(E)
answers "why" and "how"
questions ; replies to questions
like "What is a house made of?"
(E)
plays with words and makes up
silly words and stories; says or
makes up words having similar
sounds (E)
rote counts to 13+ (E)
recognizes/names some letters
and numbers; prints own first
name (E)
develops time concepts of today,
tomorrow, yesterday (E)
correctly uses regular verbs (past
tense) and regular plurals; uses
some irregular past tense verbs
such as "ran," "fell" (E)
lists items that belong in a
category such as animals,
vehicles, etc. (E)
understands 2000+ words (R);
1500+ (E)
Age Hearing
6
yrs.
5 of 7
Speech
1
(6.5 yrs.) pronounces with
90% accuracy: "late 8"
consonants - , s, z, e, ð, r,
Language
stabilizes correct usage of
irregular plurals and past
tense/irregular verbs (E)
understands that letters written on
a page represent spoken words
(R)
understands number concepts to
"ten" (R)
rote couts to 30+ (E)
says letters of alphabet (E)
uses pronouns, preprositions, and
articles correctly, consistently (E)
uses comparative adjectives
("small-smaller") (E)
uses sentences with 8+ words;
uses compound and complex
sentences (E)
recognizes and can reproduce
animals, food, toys; decides
own criteria for categories
predicts story from book cover
recalls 5+ facts from a familiar
story
Cognition
begins to think about their own
behavior/actions and to see
consequences/ explain
situations
retells story from picture book
with reasonable accuracy
begins to read and write,
distinguishing capitals and
lowercase
when interested, can ignore
distractions
arranges objects in order,
according to size
completes simple maze
adds, subtracts; tells total
number of fingers on both
hands
points to half and whole
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many shapes, letters, and
numbers (E)
uses invented spelling (e.g. color
could be spelled "kulr") (E)
remembers and repeats three
digits (E)
understands time sequences (what
happened first, second, etc.) (R)
names days of week, in order (E)
understands rhyming (R)
uses imagination to create stories
(E)
vocabulary: 2800+ words (R);
2500+ (E)
comprehends directional
commands - left/right
7
yrs.
Most children have typical
articulation by the age of
seven.
rote counts to 100+ (E)
begins to understand/use riddles
and idioms (Hold your horses.)
(R,E)
tells jokes (E)
tells own address, phone number
(E)
can develop a plan to meet a
goal
8 -12
yrs.
Difficult sounds (e.g. l, r, s,
, t , j, v, z, d , ð may not be
fully mastered until age 7 or 8
by 12, demonstrates adult-like
language; all linguistic structures
are intact; understands figurative
language such as idioms,
metaphors, and proverbs
sits longer than 15-20 minutes
for an activity
talks less about self and shows
more concern for others
Notes:
1
Justice, L. (2006). Communication Sciences and Disorders: An Introduction. Upper Saddle River NJ: Pearson, p. 154 (Table 5.4).
References/Sources:
American Academy of Pediatrics. (1999) Steven P. Shelov, S.P. & Hannemann, R.E. (eds.) Caring for Baby and Young Child: Birth to Age 5. New
York: Bantam.
ASHA. (2005) How Does Your Child Hear and Talk?
Explora Learning Company. (2003) Cognitive Milestones. Speech & Language.
Interactive Speech Associates. (n.d. retrieved 5/23/06) Developmental Norms/Milestones.
Justice, L. (2006). Communication Sciences and Disorders: An Introduction. Upper Saddle River NJ: Pearson.
Learning Disabilities Association of America, (1999) Early Identification - Cognitive Milestones.
Meltzoff, A. & Moore, M.K (1977). Imitation of facial and manual gestures by human neonates. Science 198:75-78.
National Institute on Deafness and Other Communication Disorders/NIDCD. (2001) Speech and Language Developmental Milestones. Interactive
checklist - How do I know if my child is reaching the milestones?
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National Network for Child Care/NNCC. Powell, J. and Smith, C.A. (1994) Developmental Milestones: A Guide For Parents. The First Year. The
Second Year. The Third Year. The Fourth Year. Ages 6 - 12.
Shipley, K and McAfee, J. (1998) Assessment in Speech Language Pathology: A Resource Manual. 2nd edition. San Diego: Singular publishing
Group, Inc.
Tuohy, J., Brown, J., Mercer-Moseley, C. (2005) St. Gabriel's curriculum for the development of audition, language, speech, cognition, early
communication, social interaction, fine motor skills, gross motor skills: A guide for professionals working with children who are hearing-impaired
(birth to six years). 2nd ed. Sydney: St. Gabriel's Auditory-Verbal Early Intervention Centre.
Alexander Graham Bell Association | UNC-CH Division of Speech and Hearing Sciences
06/25/03
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