Ages and Stages Newborn - Age 5

Throughout the first year, infants grow at a tremendously fast rate. In fact, by the end of the first year they will have tripled in birth weight. Length can be expected to double. By their first birthday, most infants will be crawling and even may be taking a timid first step!

PHYSICAL DEVELOPMENT:

• Sleeps about 6 hours before waking during the night
• Averages 14-17 hours of sleep daily
• Holds both eyes in a fixed position
• Follows a moving object or person with eyes
• Grasps rattle or finger
• Wiggles and kicks with arms and legs
• Rolls over (stomach to back)
• Sits with support

SOCIAL AND EMOTIONAL DEVELOPMENT:

• Cries (with tears) to communicate pain, fear, discomfort, or loneliness 
• Babbles or coos
• Loves to be touched and held close
• Responds to a shaking rattle or bell  
• Returns a smile 
• Responds to peak-a-boo games 

INTELLECTUAL DEVELOPMENT:

• Explores objects with mouth
• Plays with fingers, hands, toes
• Reacts to sound of voice, rattle, bell
• Turns head toward bright colors and lights
• Recognizes bottle or breast

PHYSICAL DEVELOPMENT:

• First teeth begin to appear
• Drools, mouths and chews on objects
• Needs at least 3-4 feedings per day
• Reaches for cup or spoon when being fed
• Drinks from a cup with help
• Enjoys some finely-chopped solid foods 
• Closes mouth firmly or turns head when no longer hungry 
• May sleep 11-13 hours at night although this varies greatly
• Needs 2-3 naps during the day
• Develops a rhythm for feeding, eliminating, sleeping, and being awake
• True eye color is established
• Rolls from back to stomach and stomach to back
• Sits alone without support and holds head erect
• Raises up on arms and knees into crawling position; rocks back and forth, but may not move forward
• Uses finger and thumb to pick up an object
• Transfers objects from one hand to the other
• Hair growth begins to cover head

SOCIAL AND EMOTIONAL DEVELOPMENT:

• Responds to own name
•  Shows fear of falling off high places such as table or stairs
• Spends a great deal of time watching and observing
• Responds differently to strangers and family members
• Imitates sounds, actions, and facial expressions made by others
• Shows distress if toy is taken away
• Squeals, laughs, babbles, smiles in response
• Likes to be tickled and touched
• Smiles at own reflection in mirror
• Raises arms as a sign to be held
• Recognizes family member names
• Responds to distress of others by showing distress or crying
• Shows mild to severe anxiety at separation from parent

INTELLECTUAL DEVELOPMENT:

• Cries in different ways to say he is hurt, wet, hungry, or lonely
• Makes noises to voice displeasure or satisfaction
• Recognizes and looks for familiar voices and sounds
• Learns by using senses like smell, taste, touch, sight, hearing
• Focuses eyes on small objects and reaches for them
• Looks for ball rolled out of sight
• Searches for toys hidden under a blanket, basket, or container
• Explores objects by touching, shaking, banging, and mouthing
• Babbles expressively as if talking
• Enjoys dropping objects over edge of chair or crib

PHYSICAL DEVELOPMENT:

• Sleeps 11-13 hours at night
• Some babies will stop taking a morning nap; others will continue both morning and afternoon naps
• Begins to refuse bottle or weans self from breast during day
• Needs 3 meals a day with 2 snacks in between
• Enjoys drinking from a cup
• Begins to eat finger foods
• Continues to explore everything by mouth
• Enjoys opening and closing cabinet doors
• Crawls well
• Pulls self to a standing position
• Stands alone holding onto furniture for support
• Walks holding onto furniture or with adult help

SOCIAL AND EMOTIONAL DEVELOPMENT:

• Imitates adult actions such as drinking from a cup, talking on phone 
• Responds to name
• Likes to watch self in mirror
• Expresses fear or anxiety toward strangers 
• Wants caregiver or parent to be in constant sight
• Offers toys or objects to others but expects them to be returned 
• May become attached to a favorite toy or blanket 
• Pushes away something he does not want

INTELLECTUAL DEVELOPMENT:

• Says first words
• Says da-da and ma-ma or equivalent
• "Dances" or bounces to music
• Interested in picture books
• Pays attention to conversations
• Claps hands, waves bye, if prompted
• Likes to place objects inside one another

"Ideas For Growth And Development"

Help infants develop a sense of trust and security by responding to their cries. 
Feeling secure encourages infants to try new things. 
Be consistent so that they will know what to expect.

• Place babies in new places and new positions so that they can see you and others from different angles.  
• Hold and cuddle infants when feeding them. Even infants who hold their own bottle need to be held. Being held and cuddled frequently is extremely important in the development of baby's sense of self-worth and security. Holding and cuddling a baby is also a great stress re leaser for an adult.
• Respect a baby's natural schedule. Most babies will settle into a regular routine for eating, sleeping, and soiling their diapers, but the schedule will vary depending on the baby. Some babies need to eat more frequently than some others. Some will sleep more and take longer naps. 
• Baby-proof everything! Store toxic substances such as dishwasher detergent, make-up, paint, or medicine up high. Put safety latches on cabinets and covers on electrical outlets. Lower crib mattresses so that older infants can't fall over the rail. Cover sharp corners of tables or shelves that infants might bump into. 
• Expose babies to bright colors and a variety of objects to look at. Pictures, moving objects, brightly colored or contrasting color toys attract infants.
• Provide an environment rich with sound. Help infants learn to recognize common household sounds such as a vacuum cleaner, a radio, a clock, a whistling tea kettle, or a doorbell. 
• Provide interesting objects for infants to feel, touch, mouth, and explore. Square nylon scarves, cold metal bowls, plastic measuring cups, large wooden spoons, and wet washcloths are favorite household toys. Keep easy-to-swallow objects out of infant's reach. Babies should not be allowed to play with anything smaller than a half dollar (about 1-1/4 inch).
• Provide opportunities for infants to smell different smells. Lemon, vanilla, and apple juice are wonderful kitchen smells. Babies also enjoy smelling tree bark, dirt, grass, and other natural things.
• Expose older babies to a variety of tastes and temperatures in food. Offer cold sherbet, warm oatmeal, mashed peaches, and chopped cooked carrots.
• Help babies develop a sense of movement and balance by gently bouncing, swaying, swooping, and swinging with them. 
• Talk to infants. Face infants when talking to them so they can see you and smile with you. Talk about what you are doing, familiar objects, or people. You may even want to babble back or echo sounds your baby makes much as you would in a regular conversation. Even though an infant cannot understand everything you say, he/she will be learning many words that will form the basis for language later on. 
• Read to infants. Babies enjoy cuddling on a caregiver's lap, looking at colorful picture books, and hearing the rhythm of their voice. With time they begin to understand that words have meaning and can be used to identify objects. 
• Encourage older infants to feed themselves by offering pieces of banana and soft bread sticks. Give babies a spoon with some mashed potatoes or other sticky food, and let them practice eating with a spoon. Yes, it will be messy! Be patient. Learning this skill takes lots of practice. 
• Play peek-a-boo. Hide your face behind a blanket and then peek out at the baby. Older babies will learn peek-a-boo themselves and will enjoy this game for a long time. 
• Give babies the freedom to move around. Young infants enjoy being on their backs so that they can kick, wiggle, and look around. Older infants need space and time to practice crawling, creeping, pulling up, and walking. Spending too much time in a walker, playpen, or infant swing may inhibit the development of these important skills. 
• Stay with infants when someone new is around. Encourage strangers to approach slowly. Introduce an infant by name, and let him explore someone new in the safety of your presence. 
• The most essential ingredient in infant care is to spend lots of time holding, cuddling, and playing. You will be richly rewarded with babbles, smiles, and squeals of laughter.

MOTOR SKILLS: Runs forward well Jumps in place, two feet together Stands on one foot, with aid Walks on tiptoe Kicks ball forward ~ Throws large ball Stands on one foot momentarily ~ Balances on balance board momentarily, with both feet Strings four large beads Turns pages singly Snips with scissors Holds crayon with thumb and fingers, not fist Uses one hand consistently Folds paper in half with demonstration Imitates circular, vertical, horizontal strokes Paints with some wrist action, makes dots, lines, circular strokes Rolls, pounds, squeezes, and pulls clay Constructs with legos, tinker toys, blocks, etc Turns handle on jack-in-the-box Clips clothespins on a can COGNITIVE SKILLS: Responds to simple directions, such as "Give me the ball" Selects and looks at picture books * Names pictured objects Knows concepts, of one, many and more Understands prepositions to and with Can nestle cups sequentially and Completes a 3 shape form board Points to 6 body parts on doll Groups associated objects, such as cup and saucer Stacks rings on peg in size order Recognizes self in mirror Can talk briefly about what he or she is doing Imitates adult actions, such as sweeping, ironing Has limited attention span Learning is through exploration and adult direction Is beginning to understand functional concepts of objects, such as “Spoon is for eating” Is beginning to understand whole-part concepts COMMUNICATION SKILLS: Points to pictures of common objects Can identify objects when told their use Understands negatives such as “no” “can’t” “don’t” Enjoys listening to simple storybooks and requests them to be repeated Repeats two digits in order Labels common objects and pictures Joins vocabulary words together in 2- to 3- word phrases Gives first and last names Asks “what” and “where” questions Makes negative statements, such as “Can’t open it” Shows frustration at not being understood 300-400 words in vocabulary PERSONAL AND SOCIAL SKILLS First teeth begin to appear Uses spoon, spilling little Gets drink from fountain or faucet independently Opens door by turning handle Takes Off coat and Puts on coat with assistance Plays near other children and Watches other children and sometimes joins in their play Defends own possessions Begins to play house Uses objects symbolically Participates in simple group activities, games, songs Knows gender Increasing sense of independence Generally does as told May be afraid of thunder, sirens and loud noises May enjoy performing for others

PHYSICAL DEVELOPMENT Climbs upstairs and downstairs without support Throws a ball overhand Moves forward and backward with agility Rides a tricycle with pedals Improved small motor control such as holds pencil and utensils well Can dress and undress self but may need help with zippers, buttons Builds a tower of more than six blocks COGNITIVE DEVELOPMENT Draws crude, but recognizable pictures Copies shapes (e.g. circles and squares) Speaks clearly enough that strangers can understand Speaks in sentences of 3-5 words Correctly names some colors Begins to understand concept of objects and tell what color things are Listens to and recalls parts of a story Has mastered some basic rules of grammar (e.g. plurals) SOCIAL DEVELOPMENT Cooperates with other children Becomes more independent Increasingly inventive in make-believe play Assumes a gender identity Uses words to express emotions Ideas For Parents: Be patient with toilet training/learning, accidents may still occur for a while Encourage independence buying clothes that your child can pull on and off Play make-believe with your child and encourage a creative imagination Allow your child to help with chores, putting toys and clothes away, clearing the table and making the bed Teach your child his first and last name Read to your child and encourage your child to tell your stories Play outside by throwing and catching balls, ride a tricycle, play in a sand box encouraging physical activity Allow times for your child to finger-paint, draw on paper and other art activities Let your child brush her teeth every day Give your child choices and let him choose Encourage your child to count items name Sharing What To Expect: Sharing is an important skill to be mastered. Although preschool children are egocentric by nature, at age three, they can begin to understand the concept of sharing. Learning to share does not come naturally, but you can help your child learn. Tips to Encourage Sharing: Do not force your child to share When friends come to play, help put away the special toys your child does not want to share Help your child select "share toys" that won't break or get used up Buy or collect toys that are good for sharing such as construction sets, blocks, swings, slides, puzzles, toy telephones and tea sets When there are plenty of items to go around, it is easier to share Model sharing Offer to share with your child Ask your child to share and give praise for being a good sharer Play games which require taking turns and cooperation Don't expect perfection. Learning to share takes time and practice Toys A Few Suggestions: Make-believe props (dress-up clothes, play kitchen items, etc.), puppets, dolls, riding toys, tricycle, balls of all sizes, play dough, large piece puzzles (3-6 pieces), books, music tapes, tape player, crayons, paint, paint brushes, and chalk.

PHYSICAL DEVELOPMENT Runs, jumps, hops, somersaults, may be able to skip Throws and catches a ball Swings and climbs Cuts on a line Copies geometric shapes (circles, squares, triangles, etc.) Draws a person with some body parts Dresses and undresses by self Usually toilet-trained/learned completely Uses fork, spoon and dinner knife without assistance Brushes teeth COGNITIVE DEVELOPMENT Recalls parts of a story, tells own story Says name and address Can count ten or more objects Correctly names at least four colors Combines two or more sentences Makes of words and rhymes Combines two or more sentences Asks questions (Who? What? Where? Why? When? How?) Follows simple rules SOCIAL AND EMOTIONAL DEVELOPMENT Likes to imagine and is able to distinguish fantasy from reality Likes to sing, dance and act Is able to play with a group More likely to agree to rules, can begin to understand games Learns to express sympathy Shares with others Seeks out playmates Shows more independence Aware of sexuality Ideas For Parents: Read to your child every day - Visit your local library and encourage your child to choose books - Encourage your child to tell you stories Say nursery rhymes and finger plays together and sing songs Allow your child to practice writing by have your child copy shapes, letters and numbers Foster your child's creativity by allowing her to paint and color - Provide materials such as play dough, chalk, glue and crayons - Allow your child to use scraps to make collages Praise your child's accomplishments - Foster independence by encouraging self-reliance Encourage physical activity by playing follow the leader (run, jump, hop, skip and swing) Provide multicultural experiences and foster an attitude of acceptance for diversity Expand dramatic play by providing a variety of props for themes such as grocery store, beauty salon, restaurant and birthday parties School Readiness What To Expect: Success in school readiness involves good health, being socially and emotionally mature, having good language, problem solving and creative thinking skills, and a general knowledge about the world. Prepare your Child by Focusing On: Physical Well-Being: Be sure your child eats nutritious meals and gets plenty of sleep and exercise. Regular medical care and immunizations are important. Regular dental checkups should begin at age three. Social and Emotional Preparation: Children are often not socially and emotionally mature when they enter kindergarten, but it is important that they have an opportunity to begin developing confidence, motivation, independence, curiosity, persistence, cooperation, self-control and empathy. You can help your child by setting good examples (e.g. treating everyone with respect and sharing). Your child will also know if you have a positive attitude toward learning and school. Encourage self-reliance to foster independence. Provide chances for your child to socialize with other children and adults who are not family members. Language and General Knowledge It is important for children to learn to solve problems and communicate with others. You can help foster these skills by providing opportunities to play, answering questions and listening to your child. Reading aloud and monitoring television viewing are also important. Toys A Few Suggestions: Dolls, puppets, balls, trucks, tractors, trains, blocks, dramatic play props, blunt scissors, washable markers, crayons, paint, sewing cards, simple board games, books and play dough.

PHYSICAL DEVELOPMENT Can run, hop, skip and jump Favors one hand over the other Has increased poise and coordination Begins to lose baby teeth and acquire secondary teeth Dresses and undresses with little assistance (can button and zip) Can throw and possibly catch a ball Dresses and undresses by self Ascends stairs with alternating feet COGNITIVE DEVELOPMENT Has a rapidly expanding vocabulary (approximately 2000 words) Knows full name, address and age Can order events (before and after) Loves to learn Knows basic colors Can repeat stories and likes to tell stories Can usually separate fact from fantasy SOCIAL AND EMOTIONAL DEVELOPMENT Has a basic sense of right and wrong Cooperates and takes turns, but doesn't always like to Protects younger siblings Invents games with simple rules Can be bossy Understands when he/she is being praised or punished Ideas For Parents Encourage body coordination and sense of balance by playing "Follow the Leader" with skipping, galloping, and hopping. Skip or jump rope to music, teach folk dances and games, provide a balance beam, a tree for climbing, and a knotted rope suspended from a sturdy frame. Teach sack-walking and "twist-em," "statue," or "freeze" games to provide an outlet for their drive for physical activity. Play games that can teach right and left directions, like "Hokey-Pokey," "Looby-Loo," and "Simon Says." Help children learn to use a pair of scissors by letting them cut out coupons. Provide a plastic needle, thread, and beads to encourage small muscle development. Provide carpentry, take-apart, and put-together experiences with junk clocks and old small appliances. Show children how to repair toys and books. Add drama to your reading sessions each day by using different voices for different characters. While reading a familiar story, stop before the end and ask children to add their own end to the story. Ask 5-year-olds to tell you a story. Write it down and post it on the wall or refrigerator. Ask "what if" questions. What if there were 5 little pigs instead of 3? What if Little Red Riding Hood saw a rabbit instead of a wolf? Involve children in writing "thank-you" notes, holiday greeting cards, and letters. If a 5-year-old enjoys copying letters, let him/her dictate a short message to you and copy it from your writing. Old typewriters are favorite writing tools. Give 5-year-olds opportunities to sort, group, match, count, and sequence with real life situations such as setting the table, counting the number of turns, sorting out socks, and matching fabric swatches. Lotto games and card games such as "fish" involve matching pairs. Help children learn to make rules and play simple games by providing opportunities for them to play in small groups. Help children understand and cope with strong feelings by giving them words to use when they are angry. "I can see you are SAD about going home, ANGRY at your friend ...." Observe how a child plays with other children. Teach him to request, bargain, negotiate, and apologize. Take questions seriously. Talk to children about what happens and why. Give answers they can understand. Specific praise helps children understand the true value of their actions. Say "Stacking those toys on the shelf that way really helped - thanks!" rather than "You did a good job!" Provide a comfortable place to be alone. A large cardboard box makes a wonderful hideaway. Take fears seriously. Reassure children that you will make sure that nothing bad will happen to them. Allow 5-year-olds some privacy in the toilet. Remind them to wash their hands until it becomes a habit. Be patient with the untidiness and clutter. Allow plenty of time to clean up. It helps to store and organize materials on low, open shelves so that they can be found and put away easily. Five-year-olds will show an increasing interest in numbers. Encourage them to count anything of interest - cups, leaves, drums, bells, etc. Encourage interest in jokes, nonsense, and riddles by reading humorous stories, riddles, and nonsense rhymes. Join them in jokes from school, books, and TV. Give opportunities to express dramatic and creative interest. Teach children how to move their bodies to dramatize the opening of a flower, falling snow, leaves, or rain; wiggly worms and snakes; and laundry blowing in the wind. Toys A Few Suggestions: Board games, card games, puzzles, blocks, building sets, play dough, scissors, glue, paint, crayons, markers, books, dress-up clothes and props, bicycle, and swing set.