Parent Easy Guide 77

Milestones:
children 0–4 years

Babies and young children develop

quickly in the first few years of life. The first year
This is a guide to what you might expect Babies 0–3 months
in their first four years – often called
developmental ‘milestones’. Babies have feelings from birth. They may feel content or
uncomfortable but are not able to think about why they
feel that way. They may ‘pick up on’ and ‘match’ your
All children are different and some
feelings such as when you are happy, calm or upset.
will do things faster or slower than
others. If you think your child is ‘out From birth babies may:
of step’ for their age, check with your •• watch your face when you talk to them
child health nurse or your doctor. It is
•• turn to the side to suck when their cheek is touched
important that children get help early if
they need it. •• startle with sudden noises such as hand claps or
door slamming
•• suck well from breast or bottle.
Brain development
By 8 weeks they may:
In the early years a baby’s brain grows faster than at
any other time. What they feel, see and hear at this •• smile at you
time affects how their brain develops. When babies feel •• move both eyes together most of the time
loved, safe and secure the connections for feeling good •• lift their head when lying on their tummy
and learning are strengthened. Responding to them •• kick both legs strongly
warmly and consistently and giving them what they
•• seem to listen to you and watch your face
need helps them learn the world is safe, and builds their
confidence and trust. •• make sounds other than crying, and ‘talk back’ to you
•• have sleep patterns which vary greatly.

Some ways to help babies and toddlers develop their best:

•• respond promptly and warmly when they are upset •• point things out and tell them what they are
•• look into their eyes, smile and talk •• give them a variety of things to look at, touch and
•• share stories, songs and rhymes play with
•• share books with them often •• help them explore their world safely.

Enjoy talking, playing and having fun with your child - it’s great for their
development and builds your relationship with them.
By 2–3 months they should follow your face or a moving Doing, seeing and hearing
light with their eyes, and look at their own hands and
•• enjoy looking at people and bright objects
play with their fingers.
•• follow moving objects with their eyes
Out of step? •• enjoy watching people do things
•• not smiling by 8 weeks •• react to familiar things by smiling, cooing and excited
movements
•• not calming down, at least for a little while, when
picked up •• turn their head to moderate sounds such as a normal
speaking voice by 3 months
•• being unusually floppy or stiff
•• look at their own hands and play with their fingers by
•• having different muscle tone or strength in an arm and
3 months.
leg on one side compared with the other side
•• having unusually ‘good’ head control due to stiff By 3–5 months:
muscles •• reach for an object and hold it briefly
•• always holding fingers in a tight fist •• keep holding an object being playfully pulled away
•• not startled by sudden noises •• lift their head and chest when lying on their tummy,
•• having feeding problems beyond ‘normal’ range. Find and begin to roll from their back to tummy
out more from your child health nurse •• quieten or smile at the sound of your voice, or if they
•• crying for long periods, or ongoing problems settling see you
•• being unusually undemanding •• turn their head or eyes towards you when you speak
•• not watching your face when you speak to them by from beside or behind them.
3 months Out of step?
•• not making sounds other than crying by 3 months.
•• don’t open hands or straighten fingers
•• don’t kick legs
What babies hear, see and feel in the •• arms and legs are bent most of the time
early years affect how their brain
•• don’t use both hands and both legs equally well
develops. They develop best in warm,
nurturing relationships. •• don’t follow activities with eyes
•• don’t make eye contact with people
Babies 3–6 months •• don’t turn to look for you when you speak
Relationships and feelings •• not startled by loud noises
•• unhappy or unsettled most of the time.
•• make eye contact as you smile at each other
•• enjoy being played with, laugh and kick by 4 months Learning to talk
•• chuckle softly and laugh aloud by 3–5 months. •• make lots of little voice sounds such as squeals or grunts
Out of step? •• take turns when ‘talking’ with parents
•• turn their head towards a person talking by 5 months.
•• don’t seem interested in things around them
•• don’t show delight in being with people Out of step?
•• don’t seem to know parents or other familiar people. •• don’t make many voice sounds.

It is important for babies to have some tummy time on the floor

each day from birth. It helps them develop muscles for crawling
and head control. Never leave them alone on their tummy.
Babies 6–9 months Hearing and learning to talk

Relationships and feelings •• turn towards quiet sounds

•• know familiar people and are unsure of strangers •• babble with sounds like ‘dada’ and ‘baba’ and then try
to put babbling sounds together
•• are upset when separated from main carer
•• recognise several words, e.g. looks for Daddy if ‘Daddy’
•• delight in playing ‘peek-a-boo’ games.
is said
Out of step? •• copy sounds made by other people.
•• show no or little response when seeing people they Out of step?
know well
•• babbling is not developing.
•• don’t make eye contact
•• cannot be comforted by a parent or close carer. Babies 9–12 months
Doing Relationships and feelings

•• swap small items from one hand to the other •• know familiar people and withdraw from strangers by
9 months – only like familiar people to feed, dress and
•• hold an item in each hand
comfort them
•• pick up items with their thumb and one finger
•• give cuddles
•• bang objects together
•• become anxious if main carer is out of sight
•• roll from their back to their tummy
•• stretch up arms to be picked up
•• sit for several minutes without using their hands for
•• love to be talked to and played with
support
•• copy gestures such as coughing or waving
•• get into a crawling position on their hands and knees
•• cannot understand ‘no’ or ‘danger’.
•• start to look at and feel objects before taking them to
their mouth Out of step?
•• start to hold food such as a biscuit and feed themselves •• show little or no response when seeing people they
•• look in the right direction for things that have fallen know well
down •• don’t make eye contact
•• start to drink from a cup held by an adult by 6–9 months •• cannot be comforted by parent or close carer.
•• move around more and roll and creep on their tummy
Doing
by 8 months.
•• point with their index finger
Out of step?
•• drop and throw things on purpose
•• not starting to move around by any means
•• put objects in containers
•• don’t show an interest in or reach for objects
•• pass objects easily from one hand to the other
•• don’t recognise parent or main carer
•• sit unsupported
•• not interested in surroundings or new objects.
•• move around by crawling or ‘bottom shuffling’
•• pull up to standing
•• walk while holding on to furniture
•• find a toy hidden under a cloth
•• pick up a crumb with tips of finger and thumb
•• pick up and drink from a lidded cup
•• stand by themselves and take a few steps forward by
11–13 months.
Out of step? Relationships and feelings
•• holds their body stiff and cannot be put into a sitting By 18 months:
position
•• enjoy cuddles
•• not moving around in any way
•• show different feelings and easily move from happy to
•• not interested in new objects and don’t reach for them sad to angry
•• not sitting by 9 months. •• likely to be afraid of strangers
•• show a strong attachment to parents or main carer
Babies learn and develop best when you •• wave goodbye and point at things
spend time talking and playing with them. •• show distress when left by a parent – is often clingy
when the parent returns.
Hearing and learning to talk
Out of step?
•• look for quiet sounds made out of sight
•• don’t show preference for people they know well
•• shake their head for ‘no’ and nod their head for ‘yes’
•• don’t seem to like cuddles.
•• show pleasure in babbling loudly
•• like to look at picture books and can say some sounds By 2 years:
at certain pictures •• play near other children, but not yet with them – unless
•• turn to the direction a sound comes from by 10–12 the other children adapt their play to fit the 2 year old
months •• unable to share or take turns.
•• know and respond to their own name by 12 months Doing
•• babbling develops further. Can say 3 ‘words’ such as
By 12 months:
‘mama’, ‘baba’ ‘dada’ by 12 months.
•• pull themselves up on a lounge chair
Out of step?
•• side step around the chair whilst holding on
•• don’t babble or make other sounds when someone
•• push a small trolley along in a straight line, but can’t
talks to them.
turn corners.
By 18 months:
Sharing a book with baby every day
helps their healthy development. It is •• walk – at first with feet wide apart, but as balance
never too early to start. improves, walk with feet closer together and straighter
•• walk downstairs while holding your hand

Children 1–2 years •• fall over if they try to run

•• climb on to low furniture
This is a year of firsts – first steps, first words, first
•• open an cupboard door
tantrums. Most children are moving freely, running,
climbing and exploring. They are self-centred and see •• place objects such as 3 small blocks on top of each other
everything and everyone as being there for them alone. •• use a spoon right side up
•• drink from an open cup
•• start to scribble with a pencil
•• turn pages of a book
•• try to kick a large ball if shown how
•• begin imaginary play, e.g. give teddy a drink By 2 years:
•• by 15-22 months do puzzles of 1-3 pieces. •• listen to things that are said to them
Out of step? •• start to put 2 words together such as ‘daddy’s car’
•• not yet walking •• remember 2 things at a time such as ‘please get the
ball and bring it to Daddy’
•• not holding a spoon or not able to get food into
their mouth •• play pretend games, e.g. driving a car, or cooking
•• not picking up small objects. •• join in with songs and nursery rhymes
•• point to 6 body parts
By 2 years:
•• babble while playing, with a few recognisable words
•• explore more widely, open doors and drawers and in the babble
push buttons
•• tell you most of what they want with words, such as
•• run fast without falling over when turning corners or ‘outside’, ‘milk’, ‘want more’ or ‘go away’.
stopping
Out of step?
•• squat steadily to pick up objects
•• bring a small chair to the table and sit on the chair at •• still mostly silent while playing
the table •• don’t respond when people talk to them
•• walk backwards pulling a toy or trolley •• not pointing to objects when named
•• kick a ball forwards •• uses signs, grunts or gestures but not words when
•• get up without using their hands. they want something.

Out of step?
Children 2–3 years
•• not walking steadily by 2 years, or is limping.
This is a time when toddlers want to become more
Learning to talk independent. They have new things to learn and strong
feelings to deal with. They can lose control of feelings and
By 18 months:
this can scare them. They need lots of physical contact
•• babble loudly to themselves and others and reassurance that they are lovable.
•• listen to what is said and understand a few things Relationships and feelings
such as ‘no’ or ‘stop’
By 2½ years:
•• point to one or two body parts
•• follow a few simple instructions such as ‘please get •• try hard to be independent and say ‘no’ a lot, or
your shoes’ ‘me do’
•• identify a few familiar objects when they are named •• not able to control feelings, and tantrums are common
such as ‘show me the ball’ or ‘where is the spoon?’ especially when they are tired or frustrated
•• know and use 8 or more words in addition to ‘mama’ •• not able to share with others or take turns
and ‘dada’. The words may be unclear but you can tell •• resist attempts to stop them doing things
what they mean. •• play imaginative games such as putting a doll to bed,
Out of step? driving a car around on the floor or feeding toys.

•• not babbling much

•• not starting to use some meaningful words
•• not listening when people speak to them.
Out of step?
Children learn through play. Give them
•• has frequent tantrums a variety of things to look at, touch and
•• don’t play with adults or older children. play with, and opportunities to explore
By 3 years: their world safely.

•• try to copy adults and is able to be helpful, such as Out of step?

putting toys away
•• not running smoothly, or has a limp
•• play games using lots of imagination and joins in with
other children’s play. •• far more active or less active than other children
•• cannot feed themselves most of the time.
Out of step?
By 3 years:
•• not playing imaginative games
•• becoming obsessed with certain objects •• push or pull large wheeled toys around to where they
want them
•• not using toys as they are ‘meant’ to be used such
as only playing with the wheels of a car rather than •• walk alone up and down stairs
pushing it along a ‘road’ •• push the pedals on a toy such as a tricycle
•• are mostly ‘in their own world’ rather than interacting •• stand and walk on tiptoe
with others. •• jump with both feet
Doing •• kick a ball forcefully
By 2½ years: •• throw and catch a ball with outstretched arms
•• undress and put on some simple clothes
•• climb on and off furniture
•• draw a straight line and a circle when shown
•• run smoothly and climb on play equipment
•• eat with spoon and fork
•• throw a ball more or less where they want it to go
•• begin to manage toileting. Some children will not
•• kick a large ball gently but not always where they
manage this until they are nearly 4
want it to go
•• know that they are a girl or a boy.
•• stack 5–6 blocks
•• climb up stairs Out of step?
•• feed themselves with a spoon and drink from an •• not running as smoothly as other children
open cup •• not climbing skilfully.
•• help to dress and undress themselves Learning to talk
•• are very active and resist attempts to stop them doing
By 2½ years:
things. They don’t understand about danger, even if
they say that something is dangerous. •• understand a lot more than they can say
•• put words into short sentences such as ‘look Mummy
dog’
•• talk during play
•• let people know what they want using words rather
than signs
•• realise that language can get others to respond.
By 3 years: Doing
•• talk clearly enough for strangers to understand some During this year can usually begin to:
of what they say
•• climb on play equipment
•• use words such as ‘me’ and ‘you’ correctly
•• jump off two steps and land feet together
•• ask many questions starting with ‘what’, ‘where’
•• walk along a plank
and ‘why’
•• stand, walk and run on tiptoes
•• listen to stories, and often ask for favourite stories
•• use pedals on a tricycle and turn safely
•• make up long stories while playing.
•• stand on one foot for several seconds
Out of step?
•• hop up and down on either left or right foot at least
•• not using words to let others know what they want once without losing balance
•• not talking clearly enough for parents to know what •• learn to cut with child-safe scissors
they want •• roll or bounce a ball
•• in a ‘world of their own’ and don’t respond when •• catch a ball with both hands, and throw a ball overarm
others speak to them.
•• eat well with a spoon and fork

Children 3–4 years •• manage toileting. They may still have ‘accidents’ when
stressed, tired or ‘forget’ to go to the toilet when too
This is a time of moving from babyhood to childhood. busy playing. Many still wet the bed at night.
They know more words, can express some ideas and have •• enjoy helping adults around the house
a rich imagination. They love to play and enjoy doing
•• start to draw pictures of people
physical things. They are learning how to get along with
others, and to share and take turns. They are now happier •• sort and match – identify small and big
to spend some time away from parents. They have less •• play pretend games such as super heroes and
need for everything ‘right now’. imaginary friends
Relationships and feelings •• dress without help (except zips and buttons)
•• explore and collect things.
By 3–4 years:
Out of step?
•• play cooperatively with other children some of the time
•• share and take turns – cannot manage competitive •• not doing above activities as well as other children
games •• cannot jump with 2 feet together
•• can be apart from parents more easily in places they •• not able to be toilet trained and still ‘wetting’ during
know well the day by 4 years
•• are more independent and don’t want help •• starting to ‘wet’ again during the day after becoming
•• show caring for other children in distress dry.
•• use complex make-believe play
•• find it hard to know what is ‘pretend’ and what is ‘real’.
Out of step?
•• don’t interact with other children or adults in play
•• are overly aggressive with other children or withdrawn
from them
•• repeat the same simple play activity over and over
again for long periods.
Learning to talk
Want more information?
•• use 4–5 word sentences Parent Helpline
•• talk in complex sentences that are mostly grammatically correct Phone 1300 364 100
For advice on child development and parenting
•• say things most people can understand – even if there are sounds they
Child and Family Health Service (CaFHS)
cannot make, e.g. s, r, z, th, v, f Phone 1300 733 606 9am-4.30pm, Mon-Fri to
•• enjoy stories and jokes make an appointment. See www.cyh.com for
more information on baby and toddler health,
•• ask lots of questions about the world such as ‘why?’ and ‘how?’ development and parenting.

•• can tell you how old they are Parenting SA

For other Parent Easy Guides including,’ Learning
•• can talk about what happened yesterday and about tomorrow to talk’, ‘About babies’, ‘Living with toddlers’,
•• start to put together pieces of a simple puzzle. ‘Tantrums’, ‘Time in: guiding children’s behaviour’
and ‘Toilet training’ www.parenting.sa.gov.au
Out of step? Raising Children Network
For information on raising children
•• don’t speak clearly – you can’t understand them most of the time www.raisingchildren.net.au
•• not talking in sentences of 3 or more words
•• not able to follow simple instructions
•• not talking during play
•• don’t seem to understand what parents say to them.

Seeking help
If you are worried that your child seems ‘out of step’ with others of the same
age, talk with your doctor or nurse at the Child and Family Health Service
(CaFHS). This can help to assure you that all is well, or to get help for your
child if they need it.

Your ‘Blue Book’

South Australian parents are given a ‘Blue Book’
(My Health and Development Record) on the
birth of their baby. It is a place to record baby’s
health, growth, immunisation and development
and has information about milestones at various
ages. Take it with you to CaFHS and other
health appointments.

Keep your Blue Book safe - it is an important record.

Your child might like to see it when they are older.
Parenting SA
A partnership between the Department for
Education and Child Development and the
Women’s and Children’s Health Network.
Ph: 08 8303 1660
www.parenting.sa.gov.au
Parent Easy Guides are free
in South Australia.
Important: This information is not intended to
replace advice from a qualified practitioner.
© Government of South Australia.
Revised:03/2016.