A child's learning develops quickly in the first 5 years of life, and this development is vital for lifelong learning. Developmental milestones were created to be able to measure a child's development at each stage throughout this time.
Development is not linear, and all children reach these milestones at different times, but a child who is missing milestones altogether may be at risk of developmental delay, which has a knock-on effect in school and beyond.
In this instance, developmental milestones mean that developmental delay can be identified quickly, and the appropriate assistance put in place to support the child and/or the family.
What are the developmental milestones
It's important to note that developmental milestones are different to EYLF Outcomes.
Developmental milestones are split up into developmental areas/types and ages.
The types of developmental milestones are:
Physical: large body movements (e.g. sitting/walking) and small bosdy movements (e.g. fine motor skills)
Social: e.g. play and communication
Emotional: e.g. bonding and happiness
Cognitive: e.g. learning and sense
Language: e.g. hearing and making sounds
Each age range has a different set of observations educators can make to determine if a child is reaching their developmental milestones. Let's go through those age ranges, keeping in mind the developmental areas.
0-4mths
Developmental Area | Observations | Link to EYLF |
Physical | - Move whole body - Squirms, arms wave, legs move up and down - Eating and sleeping patterns - Startle reflex when placed unwrapped on flat surface/when hears loud noise - Head turns to side when cheek touched - Sucking motions with mouth (seeking nipple) - Responds to gentle touching, cuddling, rocking - Shuts eyes tight in bright sunlight - Able to lift head and chest when laying on stomach - Begins to roll from side to side - Starts reaching to swipe at dangling objects - Able to grasp object put into hands | EYLF Outcome 1: Children have a strong sense of identity Children develop their emerging autonomy, inter-dependence, resilience and sense of agency. |
Social | - Smiles and laughs - Makes eye contact when held with face about 20cm from face of adult looking at them - May sleep most of the time - Alert and preoccupied with faces - Moves head to sound of voices | EYLF Outcome 3: Children have a strong sense of wellbeing Children become strong in their social and emotional wellbeing. |
Emotional | - Bonding - Cries (peaks about six to eight weeks) and levels off about 12-14 weeks - Cries when hungry or uncomfortable and usually stops when held - Shows excitement as parent prepared to feed | EYLF Outcome 4: Children are confident and involved learners Children resource their own learning through connecting with people. |
Cognitive | - Smiles and laughs - Looks toward direction of sound - Eyes track slow moving target for brief period - Looks at edges, patterns with light/dark contrast and faces - Imitates adult tongue movements when being held/talked to - Learns through sensory experiences - Repeats actions but unaware of ability to cause actions | EYLF Outcome 4: Children are confident and involved learners Children transfer what they have learned from one context to another. |
Language | - Expresses needs - Cries - When content makes small throaty noises - Soothed by sound of voice or by low rhythmic sounds - Imitates adult tongue movements when being held and talked to - May start to copy sounds - Coos and gurgles | EYLF Outcome 5: Children are effective communicators Children interact verbally and non-verbally for a range of purposes. |
Educators should seek advice if a child:
is floppy or stiff
cries a lot
arches his/her back
is not responding to sounds
is not showing interest or responding when played with
is not feeding as expected
is not starting to make sounds
is not responding to familiar faces
4-8mths
Developmental Area | Observations | Link to EYLF |
Physical | - Plays with feet and toes - Makes effort to sit alone, but needs hand support - Raises head and chest when lying on stomach - Makes crawling movements when lying on stomach - Rolls from back to stomach - Reachs for and grasp objects, using one hand to grasp - Eyes smoothly follow object or person - Crawling movements using both hands and feet - Able to take weight on feet when standing - Watch activities across room - eyes move in unison - Turns head to sound of voices | EYLF Outcome 4: Children are confident and involved learners Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity. |
Social | - Reacts with arousal, attention or approach to presence of another baby or young child - Responds to own name - Smiles often and shows excitement when sees preparations being made for meals or for bath - Recognises familiar people and stretches arms to be picked up | EYLF Outcome 5: Children are effective communicators Children interact verbally and nonverbally with others for a range of purposes |
Emotional | - Becoming more settled in eating and sleeping patterns - Laughs, especially in social interactions - May soothe self when tired or upset by sucking thumb or dummy - Begins to show wariness of strangers - May fret when parent leaves the room - Happy to see faces they know | EYLF Outcome 1: Children have a strong sense of identity Children learn to interact in relation to others with care, empathy and respect. |
Cognitive | - Swipes at dangling objects - Shakes and stares at toy placed in hand - Becomes bored if left alone for long periods of time - Repeats accidently caused actions that are interesting - Enjoys games such as peek-a-boo or pat-a-cake - Will search for partly hidden object - Able to coordinate looking, hearing and touching - Enjoys toys, banging objects, scrunching paper - Explores objects by looking at and mouthing them - Develops preferences for foods - Explores objects with mouth | EYLF Outcome 4: Children are confident and involved learners Children develop dispositions for learning such as curiosity |
Language | - Enjoys games such as peek-a boo or pat-a-cake - Babbles and repeat sounds - Makes talking sounds in response to others talking - Copies sounds - Smiles and babbles at own image in mirror - Responds to own name | EYLF Outcome 5: Children are effective communicators Children interact verbally and non-verbally for a range of purposes. |
Educators should seek advice if a child is not:
learning to make sounds
responding to familiar faces
learning to roll when playing on floor
responsive to carers
babbling and making sounds
playing with feet/swapping objects between hands
8-12mths
Developmental Area | Observations | Link to EYLF |
Physical | - Pulls self to standing position when hands held - Raises self to sitting position - Sits without support - Stands by pulling themself up using furniture - Stepping movements around furniture - Successfully reach out and grasp toy - Transfers objects from hand to hand - Picks up and pokes small objects with thumb and finger - Picks up and throws small objects - Holds biscuit or bottle - Crawls - Mature crawling (quick and fluent) - May stand alone momentarily - May attempt to crawl up stairs - Grasps spoon in palm, but poor aim of food to mouth - Uses hands to feed self - Alerts peripheral vision - Rolls ball and crawls to retrieve | EYLF Outcome 3: Children have a strong sense of wellbeing Children take increasing responsibility for their own health and physical wellbeing. |
Social | - Shows definite anxiety or wariness at appearance of strangers | EYLF Outcome 3: Children have a strong sense of wellbeing Children become strong in their social and emotional wellbeing. |
Emotional | - Actively seeks to be next to parent or principal caregiver - Shows signs of anxiety or stress if parent goes away - Offers toy to adult but does not release it - Shows signs of empathy to distress of another (but often soothes self) - Actively explores and plays when parent present, returning now and then for assurance and interaction | EYLF Outcome 1: Children have a strong sense of identity Children develop their emerging autonomy, inter-dependence, resilience and sense of agency. |
Cognitive | - Moves obstacle to get at desired toy - Bangs two objects held in hands together - Responds to own name - Makes gestures to communicate and to symbolise objects, e.g. points to something they want - Seems to understand some things parent or familiar adults say to them - Drops toys to be retrieved, handed back, then dropped again/looks in direction of dropped toy - Smiles at image in mirror - Likes playing with water - Shows interest in picture books - Understands gestures/responds to 'bye bye' - Listens with pleasure to sound-making toys and music - Notices difference and shows surprise | EYLF Outcome 4: Children are confident and involved learners Children develop a range of skills and processes such as problem solving, enquiry, experimentation, hypothesising, researching and investigating. |
Language | - Responds to own name being called, family names and familiar objects - Babbles tunefully - Says words like 'dada' or 'mama' - Waves goodbye - Imitates hand clapping - Imitates actions and sounds - Enjoys finger-rhymes - Shouts to attract attention - Vocalises loudly using most vowels and consonants sounding like conversation | EYLF Outcome 1: Children have a strong sense of identity Children develop knowledgeable and confident self-identities. |
Educators should seek advice if a child is not:
Responsive to carers
Babbling and making sounds
Beginning to sit, crawl, or pull to stand
Playing with feet, swapping objects between hands
Interested in holding toys
Learning to eat solids
1-2 years
Developmental Area | Observations | Link to EYLF |
Physical | - Walks, climbs and runs - Takes two to three steps without support, legs wide and hands up for balance - Crawls up steps - Dances in place to music - Climbs onto chair - Kicks and throws a ball - Feeds themselves - Begins to run (hurried walk) - Scribbles with pencil or crayon held in fist - Turns pages of book, two or three pages at a time - Rolls large ball, using both hands and arms - Finger feeds efficiently - Begins to walk alone in a 'tottering way', with frequent falls - Squats to pick up an object - Reverts to crawling if in a hurry - Can drink from a cup - Tries to use spoon/fork | EYLF Outcome 1: Children have a strong sense of identity Children develop their emerging autonomy, inter-dependence, resilience and sense of agency. |
Social | - Begins to cooperate when playing - May play alongside other toddlers, doing what they do but without seeming to interact (parallel play) - Curious and energetic, but depends on adult presence for reassurance | EYLF Outcome 1: Children have a strong sense of identity Children learn to interact in relation to others with care, empathy and respect. |
Emotional | - May show anxiety when separating from significant people in their lives - Seeks comfort when upset or afraid - Takes cue from parent or principal carer regarding attitude to a stranger - May 'lose control' of self when tired or frustrated - Assists another in distress by patting, making sympathetic noises or offering material objects | EYLF Outcome 1: Children have a strong sense of identity Children feel safe, secure and supported. |
Cognitive | - Repeats actions that lead to interesting/predictable results, e.g. bangs spoon on saucepan - Points to objects when named - Knows some body parts - Points to body parts in a game - Recognises self in photo or mirror - Mimics household activities, e.g. bathing baby, sweeping floor - May signal when s/he has finished their toileting - Spends a lot of time exploring and manipulating objects, putting in mouth, shaking and banging them - Stacks and knocks over items - Selects games and puts them away - Calls self by name, uses 'I', 'mine', 'I do it myself' - Will search for hidden toys | EYLF Outcome 2: Children are connected with and contribute to their world Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation. |
Language | - Comprehends and follows simple questions/commands - Says first name - Says many words (mostly naming words) - Begins to use one to two word sentences, e.g. 'want milk' - Reciprocal imitation of another toddler: will imitate each other's actions - Enjoys rhymes and songs | EYLF Outcome 5: Children are effective communicators Children interact verbally and non-verbally for a range of purposes. |
Educators should seek advice if a child is not:
using words or actions to communicate such as waving or raising arms to be lifted
wanting to move around
responding to others
seeking attention of familiar people
2-3 years
Developmental Area | Observations | Link to EYLF |
Physical | - Walks, runs, climbs, kicks and jumps easily - Uses steps one at a time - Squats to play and rises without using hands - Catches ball rolled to him/her - Walks into a ball to kick it - Jumps from low step or over low objects - Attempts to balance on one foot - Avoids obstacles - Able to open doors - Stops readily - Moves about moving to music - Turns pages one at a time - Holds crayon with fingers - Uses a pencil to draw or scribble in circles and lines - Gets dressed with help - Self-feeds using utensils and a cup | EYLF Outcome 3: Children have a strong sense of wellbeing Children take increasing responsibility for their own health and physical wellbeing. |
Social | - Plays with other children - Simple make believe play - May prefer same sex playmates and toys - Unlikely to share toys without protest | EYLF Outcome 2: Children are connected with and contribute to their world Children become aware of fairness. |
Emotional | - Shows strong attachment to a parent (or main family carer) - Shows distress and protest when they leave and wants that person to do things for them - Begins to show guilt or remorse for misdeeds - May be less likely to willingly share toys with peers - Demands adult attention | EYLF Outcome 3: Children have a strong sense of wellbeing Children become strong in their social and emotional wellbeing. |
Cognitive | - Builds tower of five to seven objects - Lines up objects in 'train' fashion - Recognises and identifies common objects and pictures by pointing - Enjoys playing with sand, water, dough; explores what these materials can do more than making things with them - Uses symbolic play, e.g. use a block as a car - Shows knowledge of gender-role stereotypes - Identifies picture as a boy or girl - Engages in making believe and pretend play - Begins to count with numbers - Recognises similarities and differences - Imitates rhythms and animal movements - Becoming aware of space through physical activity - Can follow two or more directions | EYLF Outcome 5: Children are effective communicators Children engage in a range of texts and gain meaning from these texts. |
Language | - Uses two or three words together, e.g. 'go potty now' - 'Explosion' of vocabulary and use of correct - Grammatical forms of language - Refers to self by name and often says 'mine' - Asks lots of questions - Uses pronouns and prepositions, simple sentences and phrases - Labels own gender - Copies words and actions - Makes music, sing and dance - Likes listening to stories and books | EYLF Outcome 1: Children have a strong sense of identity Children feel safe secure and supported. |
Educators should seek advice if a child:
is not interested in playing
is falling a lot
finds it hard to use small objects
is not understanding simple instructions
is not using many words
is not joining words in meaningful phrases
is not interested in food
is not interested in others
3-5 years
Developmental Area | Observations | Link to EYLF |
Physical | - Dresses and undresses with little help - Hops, jumps and runs with ease - Climbs steps with alternating feet - Gallops and skips by leading with one foot - Transfers weight forward to throw ball - Attempts to catch ball with hands - Climbs playground equipment with increasing agility - Holds crayon/pencil etc. between thumb and first two fingers - Exhibits hand preference - Imitates variety of shapes in drawing, e.g. circles - Independently cuts paper with scissors - Toilet themselves - Feeds self with minimum spills - Dresses/undresses with minimal assistance - Walks and runs more smoothly - Enjoys learning simple rhythm and movement routines - Develops ability to toilet train at night | EYLF Outcome 3: Children have a strong sense of wellbeing Children take increasing responsibility for their own health and physical wellbeing. |
Social | - Enjoys playing with other children - May have a particular friend - Shares, smiles and cooperates with peers - Jointly manipulates objects with one or two other peers - Develops independence and social skills they will use for learning and getting on with others at preschool and school | EYLF Outcome 1: Children have a strong sense of identity Children learn to interact in relation to others with care, empathy and respect. |
Emotional | - Understands when someone is hurt and comforts them - Attains gender stability (sure she/he is a girl/boy) - May show stronger preference for same-sex playmates - May enforce gender-role norms with peers - May show bouts of aggression with peers - Likes to give and receive affection from parents - May praise themselves and be boastful | EYLF Outcome 2: Children are connected with and contribute to their world Children respond to diversity with respect. |
Cognitive | - Understands opposites (e.g. big/little) and positional words (middle, end) - Uses objects and materials to build or construct things, e.g. block tower, puzzle, clay, sand and water - Builds tower eight to ten blocks - Answers simple questions - Counts five to ten things - Has a longer attention span - Talks to self during play - to help guide what he/she does - Follows simple instructions - Follows simple rules and enjoys helping - May write some numbers and letters - Engages in dramatic play, taking on pretend character roles - Recalls events correctly - Counts by rote, having memorised numbers - Touches objects to count - starting to understand relationship between numbers and objects - Can recount a recent story - Copies letters and may write some unprompted - Can match and name some colours | EYLF Outcome 5: Children are effective communicators Children express ideas and make meaning using a range of media. |
Language | - Speaks in sentences and use many different words - Answers simple questions - Asks many questions - Tells stories - Talks constantly - Enjoys talking and may like to experiment with new words - Uses adult forms of speech - Takes part in conversations - Enjoys jokes, rhymes and stories - Will assert self with words | EYLF Outcome 5: Children are effective communicators Children use information and communication technologies to access information, investigate ideas and represent their thinking. |
Educators should talk to colleagues and/or families if a child:
is not understood by others
has speech fluency problems or stammering
is not playing with other children
is not able to have a conversation
is not able to go to the toilet or wash him/herself
What do developmental milestones mean for early childhood educators
ACECQA states that, "A sound understanding of developmental milestones will support you to effectivelyassess children's play and learning," and encourages educators to use these devlopmental milestones as a source of information.
Whilst these milestones are not a prescriptive checklist, they should be used as a source of information, enriching and informing educators' understanding of of learning and growth.
When talking to families, educators can support them to make an appointment with a family health nurse if they think a child may have developmental delay. The family health nurse can conduct a full development check, and get the family the support they need to ensure that every child has the best chance to succeed in life.
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