Normal Development: Toddlers to 5 years old

Grand Traverse Children's Clinic, P.C.

3537 W. Front St.<= /st1:address>, Ste. G

Traverse City, MI 496= 84

(231) 935-8822

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Normal Development= : Toddlers to 5 years old=

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Normal Development= : 15 Months Old

Here's what you might= see your child doing between the ages of 15 and 18 months.
Daily Activities

•     Avidly explores everything.

•     Revels in water play.

•     Likes to feed self.

•     Begins to use more objects conventionally (comb in hair).&nbs= p;

•     Enjoys throwing, rolling, pushing, pulling toys.

Motor Skills

•     Stands unsupported.

•     Walks without assistance with wide stance and outstretched arms.

•     Climbs stairs with assistance.

•     Refines grasp.

•     Picks up objects = from a standing position.

Language Development

•     Adds gestures to speech.

•     Prefers adults to= other children. <= /p>
•     Likes to watch and imitate activities.

Cognitive (Thinking and Learning) Development<= /o:p>

•     Looks to parent f= or help in solving problems.

•     Learns cause-effe= ct relationship (repeats enjoyable actions).&= nbsp;

•     Looks for hidden objects in last place seen. <= o:p>

•        &= nbsp;      Begins to experiment through trial and error.&nbs= p;

Normal Development= : 18 Months Old

Here's what you might= see your child doing between the ages of 18 and 24 months.
Daily Activities

•     Begins to eat with fork.

•     Enjoys imitating parents.
•     May favor father.=

Motor Skills

•     Walks proficiently.

•     Enjoys pushing and pulling toys while walking. <= o:p>

•     Runs awkwardly and falls a lot.

•     Walks backward a = short distance. <= /p>
Cognitive (Thinking and Learning) Development<= /o:p>

•     Understands that something can exist even when hidden.

•     Can picture objec= ts and events mentally. <= /span>

Language Development

•     Speaks from 3 to = 50 words.

•     Wants to name everything.

•     Uses a few two-wo= rd combinations.

•     Repeats familiar = and unfamiliar sounds and gestures.

Emotional and Behavioral Development=

•     May begin to show frustration when not understood.

•     May show strong attachment to a toy or blanket.

•     Resists bedtime.<= span style=3D'mso-spacerun:yes'>

•     May respond with "no" constantly.

•     Likes to show some independence (feeds self, undresses self).=

•     Begins to develop= a self-concept.

•        &= nbsp;      Responds to simple requests ("Bring me your book").

Normal Development= : 2 Years Old =

Physical Development

•     is constantly in = motion

•     tires easily

•     runs and climbs <= o:p>

•     walks up and down stairs alone

•     begins to tiptoe =

•     builds a tower of= 3 to 5 blocks

•     progresses from r= andom scribbling to somewhat more controlled movements

•     begins to button = and unbutton large buttons

•     develops greater independence in toileting needs (still needs some assistance)

•     may have difficul= ty settling down for bedtime

Emotional Development

•     is in the "terrible twos"-- gets upset and impatient easily

•     shows anger by cr= ying or striking out

•     becomes frustrate= d when not understood

•     wants own way

•     may assert self by saying "no"

•     reverts to baby behavior at times

•     gets upset when d= aily routine changes

•     shows sharp mood changes

Social Development

•     imitates with considerable realism

•     becomes more inte= rested in brothers and sisters

•     knows gender

•     may have an imagi= nary playmate

•     enjoys playing am= ong, not with, other children

•     does not share

•     claims everything= is "mine"

•     may scratch, hit,= bite, and push other children

Mental Development

•     dramatically incr= eases interest in language

•     shows frustration= if not understood

•     uses child gramma= r

•     uses three- to five-word phrases by end of second year

•     understands more = words than can speak

•     is in the "do-it-myself" stage

•     cannot be reasone= d with much of the time

•        &= nbsp;      cannot choose between alternatives

Normal Development= : 3 Years Old =

Physical Development

•     jumps, gallops, tiptoes, runs smoothly

•     can walk backward= s a long distance

•     may stumble and f= all frequently

•     rides a tricycle =

•     pours from a pitc= her or milk carton using both hands

•     undresses self, b= ut needs help with dressing

•     buttons and unbut= tons large buttons

•     uses crayons with somewhat more control

•     most primary teet= h have erupted

Emotional Development

•     becoming more rel= axed and flexible

•     still cries and h= its at times

•     quickly alternates between shyness and exuberance

•     may show fear of unfamiliar objects or activities

•     may want to be a = baby at times

•     begins to talk ab= out dreams

Social Development

•     is keenly interes= ted in family activities

•     idolizes parents =

•     seeks approval fr= om adults

•     tests limits cons= tantly

•     often prefers to = play alone

•     may have an imagi= nary playmate

•     shares and takes = turns occasionally

•     quarrels with oth= er children

Mental Development

•     develops more sta= ble concept of self

•     speaks about 1,000 words

•     begins to use pro= nouns in speech

•     grasps some gramm= atical principles

•     delights in heari= ng stories over and over again

•     loves learning sh= ort rhymes and songs

•     may match or iden= tify primary colors

•     enjoys imaginativ= e and imitative play

•     can assume some v= ery simple responsibilities

•     puts toys away wi= th adult help

•     has attention spa= n of no more than a few minutes

•        &= nbsp;      can choose between alternatives

Normal Development= : 4 Years Old =

Physical Development

•     hops, runs, skips, climbs with increasing skill

•     tires easily

•     is accident prone=

•     enjoys making loud noises, but is frightened by unexpected sounds

•     toilets independe= ntly

•     makes designs and= draws recognizable objects

•     manipulates blunt scissors

•     dresses self (with exception of shoes)

•     small muscle cont= rol lags behind large muscle

Emotional Development

•     regresses to baby behavior periodically

•     shows new fears (becoming aware of more dangers)

•     has a penchant for silliness

Social Development

•     refers to parents= as final authority

•     continues to test parental limits

•     uses "naughty" words to observe reaction

•     is ready for group activities

•     talks "with&= quot; another child, but does not listen to what other child says

•     is comfortable wi= th other children, but shares grudgingly

•     tattles and name-= calls

•     is more aware of = sex role differences

•     imitates adult activities

Mental Development

•     is more likely to= solve problems through words than aggressive action

•     has a vocabulary = of about 1,500 to 2,000 words

•     speaks in 4 to 5 = word sentences

•     fancies funny, exaggerated stories

•     can count to 5

•     identifies some s= hapes

•     begins to underst= and some concepts of time (yesterday, today, tomorrow)

•     asks endless "why" questions

•     usually can put t= oys and materials away without adult assistance

•     insists on finish= ing an activity or project

•     likes helping with simple tasks

•     begins to know di= fference between right and wrong

•     shows growing abi= lity to distinguish real-life from make-believe

•     tells tall tales,= but cannot always distinguish between honesty and dishonesty =

•     believes the only viewpoint is his or her own

•        &= nbsp;      believes two unrelated events can have a cause-effect relationship=

Normal Development= : 5 Years Old =

Physical Development

•     begins to lose pr= imary (baby) teeth

•     displays left- or right-handedness

•     builds elaborate structures

•     tires easily

•     bathes, eats, dre= sses, toilets independently

•     begins to partici= pate in semistructured games

•     enjoys active gam= es and movement

•     enjoys playing no= isy rhythm instruments

•     is curious about reproduction and birth

Emotional Development

•     begins to express= more feelings in words

•     embarrasses easil= y, and cannot yet laugh at self

•     feelings about de= ath appear

•     shows guilt over misbehavior

•     likes independenc= e

•     is serious and dependable

Social Development

•     submits to more r= ules and regulations

•     may tattle, name-= call, hit and shove at times

•     distinguishes bet= ween sex roles

•     cooperates in sim= ple group tasks

•     likes to please a= dults

•     takes turns during playing and speaking

•     gets along comfor= tably with other children

•     is keenly interes= ted in family activities

Mental Development

•     begins to recogni= ze letters and words

•     sustains activiti= es over longer periods of time

•     has developed an overall image of self

•     craves facts

•     names simple colo= rs

•     understands left = and right on self

•     has a vocabulary = of about 2,000 to 2,500 words

•     can help with eas= y, household chores

•     can learn address= and phone number

•     can think some th= ings through

•     counts to 10

•     begins to underst= and concept of opposites

•     can speak in sent= ences of 6 to 8 words

•     identifies coins =

•     engages in elabor= ate dramatic play

•     understands conce= pts of morning, afternoon, night; yesterday, today, tomorrow

•        &= nbsp;      is better able to distinguish make-believe from real life

Each child is unique.= It is therefore difficult to descr= ibe exactly what should be expected at each stage of a child's development. While certain attitudes, behaviors= , and physical milestones tend to occur at certain ages, a wide spectrum of growth and behavior for each age is normal. These guidelines are offered as a way of showing a general progressi= on through the developmental stages rather than as fixed requirements for norm= al development at specific ages. It is perfectly natural for a child to attain some milestones earlier and other m= ilestones later than the general trend. Keep this in mind as you review these milestones.&nb= sp;

If you have any conce= rns related to your child's own pattern of development, check with your pediatrician or family physician.

Written by Donna Warner Manczak, Ph.D., M.P.H. and Robert Brayden, M.D.

This= content is reviewed periodically and is subject to change as new health information becomes available. The information is intended to inform and educate and is= not a replacement for medical evaluation, advice, diagnosis or treatment by a healthcare professional.