child development stages child development stages child development stages are the theoretical milestones of child development, some of which are asserted in nativist theories. this article discusses the most widely accepted developmental stages in children. there exists a wide variation in terms of what is considered "normal", caused by variations in genetic, cognitive, physical, family, cultural, nutritional, educational, and environmental factors. many children reach some or most of these milestones at different times from the norm. part of a series onhuman growthand development stages gamete zygote embryo fetus infant toddler child preadolescent adolescent emerging and early adulthood young adult middle adult old adult dying biological milestones fertilization pregnancy childbirth walking language acquisition puberty menopause ageing death development and psychology pre- and perinatal infant and child nature versus nurture adolescent youth young adult adult maturity developmental stage theories attachment ecological psychosocial psychosexual development moral cognitive cultural-historical evolutionary psychology portal holistic development sees the child in the round, as a whole person – physically, emotionally, intellectually, socially, morally, culturally and spiritually. learning about child development involves studying patterns of growth and development, from which guidelines for 'normal' development are construed. developmental norms are sometimes called milestones – they define the recognized development pattern that children are expected to follow. each child develops in a unique way; however, using norms helps in understanding these general patterns of development while recognizing the wide variation between individuals. one way to identify pervasive developmental disorders is if infants fail to meet the development milestones in time or at all. table of milestones developmental milestones age motor speech vision and hearing social 1–1.5 months when held upright, holds head erect and steady. cooes and babbles at parents and people they know focuses on parents. loves looking at new faces starts to smile at parents startled by sudden noises 1.6–2 months when prone, lifts self by arms; rolls from side to back. vocalizes cooes (makes vowel-like noises) or babbles. focuses on objects as well as adults loves looking at new faces smiles at parent starting to smile 2.1–2.5 months rolls from tummy to side rests on elbows, lifts head 90 degrees sits propped up with hands, head steady for a short time changes sounds while verbalizing, "eee-ahhh" verbalizes to engage someone in an interaction blows bubbles, plays with tongue deep belly laughs hand regard: following the hand with the eyes color vision adult-like. serves to practice emerging visual skills. also observed in blind children. 3 months prone: head held up for prolonged periods no grasp reflex makes vowel noises follows dangling toy from side to side turns head around to sound. follows adults' gaze (joint attention) sensitivity to binocular cues emerges. squeals with delight appropriately discriminates smile. smiles often laughs at simple things. reaches out for objects. 5 months holds head steady goes for objects and gets them objects taken to the mouth enjoys vocal play able to reach hanging objects and grab them noticing colors adjusts hand shape to the shape of toy before picking up 6 months transfers objects from one hand to the other pulls self up to sit and sits erect with supports rolls over from tummy to back palmar grasp of cube hand to hand eye coordination double syllable sounds such as 'mum' and 'dada' babbles (consonant-vowel combinations) localises sound 45 cm (18 in) lateral to either ear visual acuity adult-like (20/20) sensitivity to pictorial depth cues (those used by artists to indicate depth) emerges may show stranger anxiety 9–10 months wiggles and crawls sits unsupported picks up objects with pincer grasp babbles tunefully looks for toys dropped apprehensive about strangers 1 year stands holding furniture stands alone for a second or two, then collapses with a bump babbles 2 or 3 words repeatedly drops toys, and watches where they go cooperates with dressing waves goodbye understands simple commands 18 months can walk alone picks up a toy without falling over gets up/down stairs holding onto rail begins to jump with both feet can build a tower of 3 or 4 cubes and throw a ball supinate grasping position is usually seen as the first grasping position utilized. 'jargon': many intelligible words be able to recognize their favourite songs, and will try to join in. demands constant mothering drinks from a cup with both hands feeds self with a spoon 2 years able to run walks up and down stairs using two footsteps per stair step builds tower of 6 cubes joins 2–3 words in sentences able to repeat words that they hear. gradually build their vocabulary. able to recognize words parallel play daytime bladder control 3 years goes upstairs one footstep per stair step and downstairs two footsteps per stair step copies circle, imitates hand motions and draws man on request builds tower of 9 cubes pronate method of grasping develops constantly asks questions speaks in sentences cooperative play undresses with assistance imaginary companions 4 years goes both up and down stairs using one footstep per stairstep postural capacity needed to control balance in walking not attained yet skips on one foot imitates gate with cubes copies a cross between 4 and 6 years, the classic tripod grip develops and is made more efficient. questioning at its height many infantile substitutions in speech dresses and undresses with assistance attends to own toilet needs 5 years skips on both feet and hops. begins to be able to control balance not attained at 3–4 years of age begins to be able to control gravitational forces in walking draws a stick figure and copies a hexagonal based pyramid using graphing paper gives age fluent speech with few infantile substitutions in speech dresses and undresses alone 6 years at this age, until age 7, the adult muscle activation pattern in walking is complete. leads to head control and trunk coordination while walking, by at least age 8. mechanical energy transfer exists copies a diamond knows right from left and number of fingers fluent speech 7 years hand-eye coordination is well developed. has good balance. can execute simple gymnastic movements, such as somersaults. uses a vocabulary of several thousand words. demonstrates a longer attention span. uses serious, logical attention span. able to understand reasoning and make the right decisions. contingent upon the health of the child. desires to be perfect and is quite self-critical, worries more, may have low self-confidence. tends to complain, has strong emotional reactions. 8 years the child can tie his or her shoelaces. the child can draw a diamond shape. the child become increasingly skilled in hobbies, sports, and active play. have well-developed speech and use correct grammar most of the time. become interested in reading books. are still working on spelling and grammar in his or her written work. contingent upon the health of the child. show more independence from parents and family. start to think about the future. understand more about his or her place in the world. pay more attention to friendships and teamwork. approximate outline of development periods in postnatal human development until what generally is regarded as adulthood. there are no universally unanimous definitions, so they vary considerably, but generally fall within the faded intervals at the flanks of the periods. infancy newborn physical development infants are usually born weighing between 5 pounds 8 ounces (2,500 g) and 8 pounds 13 ounces (4,000 g), but infants born prematurely often weigh less. newborns typically lose 7–10% of their birth weight in the first few days, but they usually regain it within two weeks. during the first month, infants grow about 1 to 1.5 inches (2.5 to 3.8 cm) and gain weight at a rate of about 1 ounce (28 g) per day. resting heart rate is generally between 70 and 190 beats per minute. motor development moves in response to stimuli. displays several infantile reflexes, including: the rooting reflex, which causes the infant to suck when the nipple of a breast or bottle is placed in their mouth. the moro reflex, which causes the infant to throw out their arms and legs when startled. the asymmetrical tonic neck reflex, which is triggered when the head is turned to one side and causes the infant's arm on that side to straighten and the arm on the other side to bend. the palmar grasp reflex, which causes the infant to grasp a finger placed in their palm and to curl their toes when the soles of their feet are touched. communication skills turns head towards sounds and voices. cries to communicate needs and stops crying when needs have been met. emotional development soothed by touches and voices of parents. able to self-soothe when upset. is alert for periods of time. cognitive skills follows faces when quiet and alert. stares at bright objects placed in front of the face for a short period of time. one month old physical development typically grows between 1 and 1.5 inches (2.5 and 3.8 cm) and gains about 2 pounds (910 g). motor development hands kept in tight fists. equal movement of arms and legs on both sides. able to briefly hold up head when in prone position. arm thrusts are jerky. brings hands close to eyes and mouth. able to move head from side to side when prone. head flops backward if not supported. infantile reflexes are strong. communication skills startles at loud noises. able to make noises besides crying. social development able to recognize voices of parents. emotional development responds to parents' comforting when upset. becomes alert upon hearing pleasant sounds. cognitive skills stares at objects, particularly brightly colored ones, when placed in front of face. able to follow faces. sensory development focuses on things about 8 to 12 inches (20 to 30 cm) away. eyes wander and may cross. prefers black and white and high-contrast patterns, but prefers the human face over any other pattern. hearing is fully developed. has a preference for sweet smells and dislikes bitter and acidic smells. recognizes scent of mother's milk. enjoys soft and coarse sensations and does not like rough handling. two months old physical development typically grows at a similar rate to the previous month, usually growing between 1 and 1.5 inches (2.5 and 3.8 cm) and gaining about 2 pounds (910 g). resting heart rate is usually between 80 and 160 beats per minute, and it typically stays within that range until the infant is about one year old. motor development can hold up head and chest while in prone position. movements of arms and legs become smoother. can hold head steady while in sitting position. certain infantile reflexes, such as the moro reflex and asymmetrical tonic neck reflex, begin to go away. able to open and close hands. communication skills able to coo and make gurgling noises. able to turn head towards noises. begins to smile when interacted with. pays attention to speaking people. social development tries to look at parents. emotional development able to briefly calm self by sucking on hands. smiles when happy. cognitive skills pays attention to faces. follows objects with eyes. capable of recognizing people from a distance. starts becoming fussy when activity does not change. three months old physical development typically grows 1 to 1.5 inches (2.5 to 3.8 cm) and gains 1.5 to 2 pounds (680 to 910 g). social development develops a social smile. communicates and expresses more using face and body. four months old physical development by this age, infants may have doubled their birth weights. they typically grow about 0.8 inches (2.0 cm) and gain about 1 to 1.5 pounds (450 to 680 g) during this month. motor development may be able to roll from front to back. starts to reach and grasp for objects. brings hands and objects to mouth. able to control head while sitting. supports head and chest with arms while prone. pushes on legs when feet are on a hard surface. able to shake toys and swing at dangling objects. communication skills able to smile, laugh, squeal, and blow bubbles. coos in response to parents' coos. turns towards voices. uses different cries to communicate hunger, tiredness, and pain. social development responds to affection. begins to initiate social interaction by cooing or babbling. smiles spontaneously at people. enjoys playing with others. language development starts to babble. begins to mimic sounds. emotional development smiles in response to events. begins to imitate