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Milestone Map: is my child on track, and what should I ask at the checkup?
Pick your child’s age, tick what you have seen, and get a one-page list of questions for the next checkup. The milestones are the CDC’s 2022 checklists, which list skills at least 75% of children have by each age — so a “not yet” is worth raising rather than waiting on, and a skill your child has lost is always a reason to talk to the doctor soon.
1. Pick the age your child has reached (or the checkup you are going to)
Born early? For the first 2 years, use their corrected age: their age minus the weeks they were born early.[1]
What the research says
- The CDC’s checklists were revised in 2022 to list only milestones that most children (75% or more) reach by each checkup age, partly to discourage a “wait and see” approach. Checklists for 15 and 30 months were added.[6]
- The American Academy of Pediatrics recommends development be checked at every well visit, with a standardized screening test at the 9-, 18- and 30-month visits and special attention at the 4- to 5-year visit before school.[3]
- Autism-specific screening is recommended at 18 and 24 months; autism can be diagnosed as young as 18 months, and there are evidence-based interventions.[4]
- Under age 3, you can contact your state’s early intervention program yourself — “a doctor’s referral is not necessary” — and services are free or low-cost for eligible children. From 3, call any local public elementary school, even if your child doesn’t go there.[5]
- Back-and-forth talk seems to matter, not just how many words a child hears: in 36 children aged 4 to 6, more conversational turns with adults went with stronger activity in a key language area of the brain, regardless of family income (a link, not proof of cause).[7]
- Born early? For the first 2 years, judge milestones by your baby’s corrected age: their age minus the number of weeks they were born early.[1]
- Two languages don’t mean fewer words: bilingual toddlers trailed in each single language but were comparable to monolingual toddlers in total vocabulary across both.[8]
When to talk to your pediatrician
The CDC’s advice is to act early — talk with your child’s doctor, share your concerns and ask about developmental screening — and not to wait, if:[2]
- your child is not meeting one or more milestones,
- your child has lost skills they once had, or
- you have other concerns.
All CDC milestones, 2 months to 5 years
Milestone lists: the CDC’s “Learn the Signs. Act Early.” checklists, reproduced word for word and available free at cdc.gov/actearly. Their use here does not imply endorsement by the CDC, HHS or the US Government.
For a month-by-month look at the first year, see our infant milestones guide.
2 months
Social/Emotional
- Calms down when spoken to or picked up
- Looks at your face
- Seems happy to see you when you walk up to her
- Smiles when you talk to or smile at her
Language/Communication
- Makes sounds other than crying
- Reacts to loud sounds
Cognitive (learning, thinking, problem-solving)
- Watches you as you move
- Looks at a toy for several seconds
Movement/Physical Development
- Holds head up when on tummy
- Moves both arms and both legs
- Opens hands briefly
4 months
Social/Emotional
- Smiles on his own to get your attention
- Chuckles (not yet a full laugh) when you try to make him laugh
- Looks at you, moves, or makes sounds to get or keep your attention
Language/Communication
- Makes sounds like “oooo”, “aahh” (cooing)
- Makes sounds back when you talk to him
- Turns head towards the sound of your voice
Cognitive (learning, thinking, problem-solving)
- If hungry, opens mouth when he sees breast or bottle
- Looks at her hands with interest
Movement/Physical Development
- Holds head steady without support when you are holding him
- Holds a toy when you put it in his hand
- Uses his arm to swing at toys
- Brings hands to mouth
- Pushes up onto elbows/forearms when on tummy
6 months
Social/Emotional
- Knows familiar people
- Likes to look at self in a mirror
- Laughs
Language/Communication
- Takes turns making sounds with you
- Blows “raspberries” (sticks tongue out and blows)
- Makes squealing noises
Cognitive (learning, thinking, problem-solving)
- Puts things in her mouth to explore them
- Reaches to grab a toy she wants
- Closes lips to show she doesn’t want more food
Movement/Physical Development
- Rolls from tummy to back
- Pushes up with straight arms when on tummy
- Leans on hands to support herself when sitting
9 months
Social/Emotional
- Is shy, clingy, or fearful around strangers
- Shows several facial expressions, like happy, sad, angry, and surprised
- Looks when you call her name
- Reacts when you leave (looks, reaches for you, or cries)
- Smiles or laughs when you play peek-a-boo
Language/Communication
- Makes a lot of different sounds like “mamamama” and “bababababa”
- Lifts arms up to be picked up
Cognitive (learning, thinking, problem-solving)
- Looks for objects when dropped out of sight (like his spoon or toy)
- Bangs two things together
Movement/Physical Development
- Gets to a sitting position by herself
- Moves things from one hand to her other hand
- Uses fingers to “rake” food towards himself
- Sits without support
1 year
Social/Emotional
- Plays games with you, like pat-a-cake
Language/Communication
- Waves “bye-bye”
- Calls a parent “mama” or “dada” or another special name
- Understands “no” (pauses briefly or stops when you say it)
Cognitive (learning, thinking, problem-solving)
- Puts something in a container, like a block in a cup
- Looks for things he sees you hide, like a toy under a blanket
Movement/Physical Development
- Pulls up to stand
- Walks, holding on to furniture
- Drinks from a cup without a lid, as you hold it
- Picks things up between thumb and pointer finger, like small bits of food
15 months
Social/Emotional
- Copies other children while playing, like taking toys out of a container when another child does
- Shows you an object she likes
- Claps when excited
- Hugs stuffed doll or other toy
- Shows you affection (hugs, cuddles, or kisses you)
Language/Communication
- Tries to say one or two words besides “mama” or “dada,” like “ba” for ball or “da” for dog
- Looks at a familiar object when you name it
- Follows directions given with both a gesture and words. For example, he gives you a toy when you hold out your hand and say, “Give me the toy.”
- Points to ask for something or to get help
Cognitive (learning, thinking, problem-solving)
- Tries to use things the right way, like a phone, cup, or book
- Stacks at least two small objects, like blocks
Movement/Physical Development
- Takes a few steps on his own
- Uses fingers to feed herself some food
18 months
Social/Emotional
- Moves away from you, but looks to make sure you are close by
- Points to show you something interesting
- Puts hands out for you to wash them
- Looks at a few pages in a book with you
- Helps you dress him by pushing arm through sleeve or lifting up foot
Language/Communication
- Tries to say three or more words besides “mama” or “dada”
- Follows one-step directions without any gestures, like giving you the toy when you say, “Give it to me.”
Cognitive (learning, thinking, problem-solving)
- Copies you doing chores, like sweeping with a broom
- Plays with toys in a simple way, like pushing a toy car
Movement/Physical Development
- Walks without holding on to anyone or anything
- Scribbles
- Drinks from a cup without a lid and may spill sometimes
- Feeds himself with his fingers
- Tries to use a spoon
- Climbs on and off a couch or chair without help
2 years
Social/Emotional
- Notices when others are hurt or upset, like pausing or looking sad when someone is crying
- Looks at your face to see how to react in a new situation
Language/Communication
- Points to things in a book when you ask, like “Where is the bear?”
- Says at least two words together, like “More milk.”
- Points to at least two body parts when you ask him to show you
- Uses more gestures than just waving and pointing, like blowing a kiss or nodding yes
Cognitive (learning, thinking, problem-solving)
- Holds something in one hand while using the other hand; for example, holding a container and taking the lid off
- Tries to use switches, knobs, or buttons on a toy
- Plays with more than one toy at the same time, like putting toy food on a toy plate
Movement/Physical Development
- Kicks a ball
- Runs
- Walks (not climbs) up a few stairs with or without help
- Eats with a spoon
30 months
Social/Emotional
- Plays next to other children and sometimes plays with them
- Shows you what she can do by saying, “Look at me!”
- Follows simple routines when told, like helping to pick up toys when you say, “It’s clean-up time.”
Language/Communication
- Says about 50 words
- Says two or more words together, with one action word, like “Doggie run”
- Names things in a book when you point and ask, “What is this?”
- Says words like “I,” “me,” or “we”
Cognitive (learning, thinking, problem-solving)
- Uses things to pretend, like feeding a block to a doll as if it were food
- Shows simple problem-solving skills, like standing on a small stool to reach something
- Follows two-step instructions like “Put the toy down and close the door.”
- Shows he knows at least one color, like pointing to a red crayon when you ask, “Which one is red?”
Movement/Physical Development
- Uses hands to twist things, like turning doorknobs or unscrewing lids
- Takes some clothes off by himself, like loose pants or an open jacket
- Jumps off the ground with both feet
- Turns book pages, one at a time, when you read to her
3 years
Social/Emotional
- Calms down within 10 minutes after you leave her, like at a childcare drop off
- Notices other children and joins them to play
Language/Communication
- Talks with you in conversation using at least two back-and-forth exchanges
- Asks “who,” “what,” “where,” or “why” questions, like “Where is mommy/daddy?”
- Says what action is happening in a picture or book when asked, like “running,” “eating,” or “playing”
- Says first name, when asked
- Talks well enough for others to understand, most of the time
Cognitive (learning, thinking, problem-solving)
- Draws a circle, when you show him how
- Avoids touching hot objects, like a stove, when you warn her
Movement/Physical Development
- Strings items together, like large beads or macaroni
- Puts on some clothes by himself, like loose pants or a jacket
- Uses a fork
4 years
Social/Emotional
- Pretends to be something else during play (teacher, superhero, dog)
- Asks to go play with children if none are around, like “Can I play with Alex?”
- Comforts others who are hurt or sad, like hugging a crying friend
- Avoids danger, like not jumping from tall heights at the playground
- Likes to be a “helper”
- Changes behavior based on where she is (place of worship, library, playground)
Language/Communication
- Says sentences with four or more words
- Says some words from a song, story, or nursery rhyme
- Talks about at least one thing that happened during her day, like “I played soccer.”
- Answers simple questions like “What is a coat for?” or “What is a crayon for?”
Cognitive (learning, thinking, problem-solving)
- Names a few colors of items
- Tells what comes next in a well-known story
- Draws a person with three or more body parts
Movement/Physical Development
- Catches a large ball most of the time
- Serves herself food or pours water, with adult supervision
- Unbuttons some buttons
- Holds crayon or pencil between fingers and thumb (not a fist)
5 years
Social/Emotional
- Follows rules or takes turns when playing games with other children
- Sings, dances, or acts for you
- Does simple chores at home, like matching socks or clearing the table after eating
Language/Communication
- Tells a story she heard or made up with at least two events. For example, a cat was stuck in a tree and a firefighter saved it
- Answers simple questions about a book or story after you read or tell it to him
- Keeps a conversation going with more than three back-and-forth exchanges
- Uses or recognizes simple rhymes (bat-cat, ball-tall)
Cognitive (learning, thinking, problem-solving)
- Counts to 10
- Names some numbers between 1 and 5 when you point to them
- Uses words about time, like “yesterday,” “tomorrow,” “morning,” or “night”
- Pays attention for 5 to 10 minutes during activities. For example, during story time or making arts and crafts (screen time does not count)
- Writes some letters in her name
- Names some letters when you point to them
Movement/Physical Development
- Buttons some buttons
- Hops on one foot
Continue Learning
Dive deeper with our full course modules:
Language & Communication Development
Language is the foundation of learning, thinking, and social connection. This module covers language milestones, evidence-based strategies to boost vocabulary, bilingualism, identifying delays, and creating a language-rich home environment.
Speech and Language Delay: Evidence-Based Intervention
Speech and language delay affects 5-8% of preschool-age children, making it one of the most common developmental concerns parents face. This module separates evidence from anxiety, covering the neuroscience of language acquisition, the role of screen time, ear infections, nutrition, and parent-child interaction. You will learn which delays resolve naturally, which require intervention, and exactly what strategies accelerate language development. Every claim is backed by peer-reviewed research.
Brain Development & Neuroplasticity
The brain undergoes more development in early childhood than at any other time. This module covers critical periods, neuroplasticity, brain-building activities, and how to protect developing neural architecture from environmental threats.
Movement as Brain Training: Infant
Movement and brain development are inseparable in infancy. This module covers the evidence on tummy time, motor milestones, the role of physical play in cognitive development, and how to create environments that support both physical and mental growth.
References
- American Academy of Pediatrics, HealthyChildren.org. Corrected Age For Preemies
- CDC, Learn the Signs. Act Early.. CDC's Developmental Milestones
- Lipkin et al., 2020, Pediatrics. Promoting Optimal Development: Identifying Infants and Young Children With Developmental Disorders Through Developmental Surveillance and Screening. PMID: 31843861
- Hyman et al., 2020, Pediatrics. Identification, Evaluation, and Management of Children With Autism Spectrum Disorder. PMID: 31843864
- CDC, Learn the Signs. Act Early.. Early Intervention
- Zubler et al., 2022, Pediatrics. Evidence-Informed Milestones for Developmental Surveillance Tools. PMID: 35132439
- Romeo et al., 2018, Psychol Sci. Beyond the 30-Million-Word Gap: Children's Conversational Exposure Is Associated With Language-Related Brain Function. PMID: 29442613
- Hoff et al., 2012, J Child Lang. Dual language exposure and early bilingual development. PMID: 21418730
How we made this
Written by the Avaneuro team. Every study above was read (its abstract, or the full text where the numbers come from it) and each link was checked against PubMed or the publisher on October 29, 2026. This is general education, not medical advice; talk to your child’s doctor about your child.