Physical and Language	Emotional	Social
Birth to 1 month	Feedings: 5-8 per daySleep: 20 hrs per daySensory Capacities: makes basic distinctions in vision, hearing, smelling, tasting, touch, temperature, and perception of pain	Generalized Tension	Helpless Asocial Fed by mother
2 months to 3 months	Sensory Capacities: color perception, visual exploration, oral exploration.Sounds: cries, coos, gruntsMotor Ability: control of eye muscles, lifts head when on stomach. Delight	Distress	Smiles at a Face Visually fixates at a face, smiles at a face, may be soothed by rocking.
4 months to 6 months	Sensory Capacities: localizes soundsSounds: babbling, makes most vowels and about half of the consonantsFeedings: 3-5 per day Motor Ability: control of head and arm movements, purposive grasping, rolls over.	Enjoys being cuddled	Recognizes his mother. Distinguishes between familiar persons and strangers, no longer smiles indiscriminately.Expects feeding, dressing, and bathing.
7 months to 9 months	Motor Ability: control of trunk and hands, sits without support, crawls about.	Specific emotional attachment to mother.	Protests separation from mother. Enjoys “peek-a-boo”
10 months to 12 months	Motor Ability: control of legs and feet, stands, creeps, apposition of thumb and fore-finger.Language: says one or two words, imitates sounds, responds to simple commands.Feedings: 3 meals, 2 snacksSleep: 12 hours, 2 naps Anger	AffectionFear of strangersCuriosity, exploration	Responsive to own name.Wave bye-bye.Plays pat-a-cake, understands “no-no!”Gives and takes objects.
1 years to 1 ½ years	Motor Ability: creeps up stairs, walks (10-20 min), makes lines on paper with crayon. Dependent Behavior	Very upset when separated from motherFear of Bath	Obeys limited commands.Repeats a few words.Interested in his mirror image.Feeds himself.
1 ½ years to 2 years	Motor Ability: runs, kicks a ball, builds 6 cube tower (2yrs) Capable of bowel and bladder control.Language: vocabulary of more than 200 wordsSleep: 12 hours at night, 1-2 hr nap	Temper tantrums (1-3yrs)	Resentment of new baby Does opposite of what he is told (18 months).
2 years to 3 years	Motor Ability: jumps off a step, rides a tricycle, uses crayons, builds a 9-10 cube tower.Language: starts to use short sentences controls and explores world with language, stuttering may appear briefly. Fear of separation	Negativistic (2 ½ yrs)Violent emotions, angerDifferentiates facial expressions of anger, sorrow, and joy.Sense of humor (Plays tricks)	Talks, uses “I” “me” “you”Copies parents’ actions.Dependent, clinging, possessive about toys, enjoys playing alongside another child.Negativism (2 ½ yrs). Resists parental demands. Gives orders. Rigid insistence on sameness of routine. Inability to make decisions.
3 years to 4 years	Motor Ability: Stands on one leg, jumps up and down, draws a circle and a cross (4 yrs)	Self-sufficient in many routines of home life. Affectionate toward parents.Pleasure in genital manipulationRomantic attachment to parent of opposite sex (3 to 5 yrs)Jealousy of same-sex parent. Imaginary fears of dark, injury, etc. (3 to 5 years)	Likes to share, uses “we”Cooperative play with other children, nursery school. Imitates parents.Beginning of identification with same-sex parent, practices sex-role activities. Intense curiosity & interest in other children’s bodies.Imaginary friend.
4 years to 5 years	Motor ability: mature motor control, skips, broad jumps, dresses himself, copies a square and a triangle.Language: talks clearly, uses adult speech sounds, has mastered basic grammar, relates a story, knows over 2,000 words (5 yrs)	Responsibility and guiltFeels pride in accomplishment	Prefers to play with other children, becomes competitive prefers sex-appropriate activities

http://www.pbs.org/parents/child-development/baby-and-toddler/baby-toddler-milestones/

Understanding and recognizing risk factors and clinical clues for communication disorders is an important way to identify children under the age of 3 with possible communication disorders. Some of these risk factors and clinical clues can be identified at a very early age; others are not as apparent and may not be recognized until caregivers or professionals notice that the child's use of language is delayed. In general, risk factors for communication disorders that can be identified early in infancy are those that are closely related to certain biological and social-environmental factors.

The presence of a particular risk factor or clinical clue is not sufficient to establish that a communication disorder exists. Risk factors and clinical clues for communication disorders are sometimes seen in children who are typically developing and do not have a communication disorder. Therefore, recognition of a risk factor or clinical clue is just the first step in the process of identifying children with communication disorders and merely indicates that further assessment is needed.

Table-1:
 

Risk Factors for Speech / Language Problems In Young Children

Prenatal complications

Prematurity*

Microcephaly

Dysmorphic child features

Genetic disorders

Fetal alcohol syndrome

Known exposure to a teratogen

Positive toxicology screen at birth

Ear and hearing problems (See Table III-2)

Oral-motor or feeding problems (See Table III-3)

Cleft lip/cleft palate

Tracheotomy

Autism (See Table III-4)

Persistent health/medical problems, chronic illness, or prolonged hospitalization

History of intubation

Lead poisoning

Failure to thrive

Family history of hearing or speech/language problems

Parents with hearing impairment or cognitive limitation

Children in foster care

Family history of child maltreatment (physical abuse or child neglect)

* The more premature the birth and the more complicated the perinatal course, the greater the risk is for communication disorders and other developmental problems.

Table-2:
 

Risk Factors for Hearing Problems in Young Children

Family history of hereditary childhood sensorineural hearing loss

Congenital infections known to be associated with hearing loss

Craniofacial anomalies

Birth weight less than 1,500 grams

A genetic syndrome known to include hearing loss

Low Apgar Scores (0-4 at one minute or 0-6 at five minutes)

Hyperbilirubinemia requiring exchange transfusion

Ototoxic medications

Bacterial meningitis

Mechanical ventilation for five days or longer

Recurrent or chronic otitis media with effusion

From: Joint Committee on Infant Hearing, 1994

Table -3:
 

Risk Factors And Clinical Clues For Oral-motor/Feeding Problems in Young Children

Craniofacial disorders or syndromes (of the head and neck)

Cleft lip/cleft palate

Tracheotomy

Cerebral palsy

Poor weight gain

Prolonged feeding time

Poor suck

Gagging

Excessive drooling

Hyper/hypo sensitivity

Undifferentiated cry sounds

Poor volume or quality of crying

Lack of reciprocal babbling

Reduced vocal play

Failure to thrive

Table-4

Clinical Clues of Possible Autism in Young Children

The clinical clues listed below represent delayed or atypical behaviors that are seen in children with autism (although some of these findings may also be seen in children who have a developmental delay or disorder other than autism).

If any of these clinical clues are present, further assessment may be needed to evaluate the possibility of autism or other developmental disorder.

Delay or absence of spoken language

Looks through people; not aware of others

Not responsive to other peoples facial expressions/feelings

Lack of pretend play; little or no imagination

Does not show typical interest in, or play near peers purposefully

Lack of turn taking

Unable to share pleasure

Qualitative impairment in nonverbal communication

Does not point at an object to direct another person to look at it

Lack of gaze monitoring

Lack of initiation of activity or social play

Unusual or repetitive hand and finger mannerisms

Unusual reactions, or lack of reaction, to sensory stimuli

From: Clinical Practice Guideline for Autism/Pervasive Developmental Disorder, New York State Department of Health, 1999.

We naturally think of height and weight, but from birth to 5 years, our child should reach milestones in how he plays, learns, speaks and acts. A delay in any of these areas could be a sign of a developmental problem, even autism. The good news is, the earlier its recognized the more you can do to help your child reach her full potential. Early recognition of developmental disabilities such as autism is key for parents and providers.We may ask our self sometimes this questions; What is child development? A child’s growth is more than just physical. Children grow, develop, and learn throughout their lives, starting at birth. A child’s development can be followed by how they play, learn, speak, and behave. What is a developmental delay? Will my child just grow out of it? Skills such as taking a first step, smiling for the first time, and waving “bye bye” are called developmental milestones. Children reach milestones in playing, learning, speaking, behaving, and moving (crawling, walking, etc.). A developmental delay is when your child does not reach these milestones at the same time as other children the same age. If your child is not developing as he or she is supposed to then you has a mother or a father should star getting concerned and make your first step of  taking in them to a doctor and talk about your child's development so you can help them early.