sam developmental checklist

8/3/2019 Sam Developmental Checklist

1/11

ATENEO DE DAVAO UNIVERSITYGraduate School

School of Arts and Sciences

Masters of Science in Psychology

To complete the checklist, follow these instructionsL

1 Use the tabs at the bottom of the workbook to move between the sections.Each section presents developmental tasks for each developmental stage.

2 Start using the Checklist by completing the Client Profile Section.

Upon completion, proceed to the section with the age bracket of the client.

3 After completing the section with the age bracket of the client,

proceed to the next two stages before the his/her present stage.

After completing the past stages, proceed to answering the next

two stages after the client's present stage.

4 Included in each section are developmental Red Flags

This is a Developmental Checklist designed to identify areas in the

development of the individual that can be a focus of clinical attention.

This tool does not aim to diagnose any developmental disorder but

rather contextualizes the situation of the individual in terms of the

different aspects of development. This checklist best works to

supplement Standardized Developmental Tests.


2/11

Child's Name: ___________________________ Date of Adminstration: ______________

Date of Birth: ___________________________ Gender: __________________________

Family Information

MOTHER FATHERName _______________________ ___________________________

Age _______________________ ___________________________

Educational Attainment _______________________ ___________________________

Occupation _______________________ ___________________________

Address _______________________ ___________________________

_______________________ ___________________________

Contact Number _______________________ ___________________________

DEVELOPMENTAL CHECKLIST

Summary of Results:

Recommendations:


3/11

0-4 Months

p > e > smiles and vocalises more at mother or other familiar face

c >

p >

p > moves whole body - squirms, arms wave about, legs move up and down Developmental Red Flags (1-3 months)

e > cries (peaks about 6-8 weeks, levels off round 12-14 weeks)

c > looks towards direction a sound comes from > Doesn't seem to respond to loud noises

c > eyes 'track' a slow-moving target for a brief period > Doesn't follow moving objects with eyes by 2 to 3 months

c > looks at edges, patterns with light-dark contrasts and faces > Doesnt smile at the sound of caregiver's voice by 2 months

e > > Doesn't grasp and hold objects by 3 months

> Doesn't smile at people by 3 months

c > lifts head when lying on stomach > Cannot support head well at 3 months

p > May smile in his/ her sleep > Doesn't reach for and grasp toys by 3 to 4 months

p > pushes with feet against adult's hands > Doesnt push down with legs wqhen feet are placed on a firm surface

p > quiets down when picked up while crying by 4 months

e > turns from side to back > Has trouble moving one or both eyes in all directions

p > head self supported when held uprights > Crosses eyes most of the time (occasional crossing of the eyes in these months

p > grasps object if placed in hand are normal)

c > visually follows a moving person or objectc > makes a deliberate effort to follow a source of a sound Comments:

c > begins to swipe at objects, sometimes connecting with them

c > looks at hands when moves in front of own face _________________________________________________________________

p > holds head steady when being carried _________________________________________________________________

p > raises head and chest when lying on stomach _________________________________________________________________

p > kicks feet when lying on back _________________________________________________________________

p > sits with support

p > can get mouth to hand, sucks

e >

e >

Compiled by: Samuel H. Aquino Jr.

smiles and makes cooing sounds at mother when picked up or during

feeding

smiles when held, smiled at and talked to, sometimes making sounds as if

in repsonse

repeats behaviors that produce interesting results (for example, scracthing

materials on the side of the crib)

makes eye contact when held with face about 20 cm with face from face

of adult looking at them

startle reflex when placed unwarapped on a flat surface, when hears a

loud sudden noise, etc.

turns head to side when cheek touched, sucking motions with mouth

('searching for nipple')


4/11

4 - 8 Months

e > becoming more settled in eating and sleeping patterns Developmental Red Flags (4-7 months)

p > plays with feet and toes

p > makes effort to sit alone, but needs support > Seems very stiff, tight muscles

p > makes crawling movememnts when lying on stomach > seems very floppy, like a rag doll

c > swipes at dangling objects > head still flops back when body is pulled to sitting position by 5 months

c > shakes and plays with toy placed in hand > shows no affection for the person who cares for them

e > laughs, especially in social interactions > doesn't seem to enjoy being around people

c > becomes bored when left alone for a long period of time > one or both eyes consistently turn in or out

e > may soothe self when tired or upset by sucking thumb, finger, or dummy > persistent tearing, eye drainage, or sensitivity to light

p > rolls from baqck to stomach > does not respond to sound around them

p > reaches for and grasps objects using one hand to grasp > has difficulty getting objects to mouth

p > eyes smoothly follow a moving object or person > does not turn head to locate sounds by 4 months

e > reacts with arousal, attention, or apporach to the presence of another > doesn't roll over (stomach to back) by 6 months

baby or young child > cannot sit with help by 6 months (by themselves)

c > notices events which contain cause-and-effect relationship > does not laugh or make squealing sounds by 5 months

(for example, notices drips falling to the ground, looks up) > does not actively reach for objects by 6 months

c > explores objects by looking at them, "mouthing" at them > does not follow objects with both eyes

c > babbles, repeats sounds over and over (ex. Ba-ba-ba-ba-ba) > does not bear some weight on legs by 5 months

p > makes crawling movements using both hands and feete > begins to show wariness of strangers Comments:

e > becomes fretful when mother leaves the room

e > laughs out loud _________________________________________________________________

c > makes "talking" sounds in response to others' talking _________________________________________________________________

e > may "play" with genitals when hand comes in contact with genital area _________________________________________________________________

e > enjoys games with adults (ex. Peek-a-boo) _________________________________________________________________

c > likes to bang objects _________________________________________________________________

c > likes crumpled paper, squeezes toy in bath _________________________________________________________________

_________________________________________________________________



5/11

8 - 12 Months

p > pulls self to standing position when hands held p > stands alone

p > raises self to sitting posture p > attempts to crawl upstairs

p > sits without support p > grasps a sponn across palm, but has poor aim of food to mouth

p > stands by pulling self up by using furniture p > uses hand to feed self

p > cruises along by holding onto, for example, the rail of the bed c > likes playing with water

p > stepping movements around furniture c > shows more interest in picture books

p > successfully reaches out and grasps toy c > understand gestures - responds to bye-bye

c > moves obstacles ot get a desired toy

p > transfers obejcts from one hand to another Developmental Red Flags (8-12 months)

p > can pick up small obejcts with thumb and finger

p > bangs two objects held in hands > does not crawl

p > can hold a biscuit or a bottle > drags one side of the body while crawling (for over one month)

p > crawls > cannot stand when supported

e > actively seeks to be close to mother or to other person to whom they > does not search for objects that are hidden (10-12 months)

are attached > says no single words (mama or papa)

e > shows definitie wariness or anxiety at the appearance of the stranger > does not learn to use gestures such as waving or shaking head

c > responds to own name > does not sit steadily by 10 months

e > shows signs of anxiety or distress if mother goes away > does not shows interest in "peek-a-boo" or "pat-a-cake"

c > makes gestures ot communicate and to symbolize objects > does not babble by 8 months ("dada", "baba", or "mama")for example, pointing to something s/he wants

e > offers toy to adults but does not release it Comments:

e > shows signs of empathy at the distress of another ( but often soothes self)

c > seems to undestand some things mother or a familiar adult says to them _________________________________________________________________

c > drops toy to be retrieved (ex. From a high chair), handed back, then _________________________________________________________________

dropped again (a game, also learning about how the way things move) _________________________________________________________________

c > smiles at image in mirror _________________________________________________________________

p > walks holding onto furniture or adult hand _________________________________________________________________

p > mature' crawling, quick and fluent

e > actively plays and explores when mother is present, returning to her

everynow and again for assurance and interaction



6/11

1 - 2 Years

p > takes two or three steps without support, clumsily, with legs widespread c > recognise self in mirror and photos

and arms held upward for balance c > comprehends simple questions and commands

p > crawls up steps e > may plang alongside other toddlers, doing what they do, but without

p > rolls a large ball using both hands and arms seeming to interact with them (parallel play)

p > finger feeds efficiently p > begins to run, more of a hurried walk

p > begins to walk alone in a tottering way, with frequent falls p > walks without falling

p > climbs onto a chair c > pulls, drags toys along

p > squats to pick up an object p > seats self in a child's chair

p > reverts to crawling when in a hurry rather than attemtpting to walk c > mimics household activities, bathing baby, sweeping, and talking on phone

p > can't make suddent stops or turns p > turns pages of a book, 2- 3 pages at a time

p > dances' in place to music p > holds crayon in a fist

c > spends a lot of time exploriung and manipulating a lot of objects, c > reciprocal imitation" of another toddler, imitating each others' actions

puts things in mouth, shakes them, bangs them on or moves them c > calls self by name, uses 'I', 'mine', and 'myself'

c > likes to repeat actions with objects that lead to intersting and predictable e > may loose control of self when tired or frustrated, tantrums

results, for example, banging of spoon c > reciprocal imitations' for a longer period of time with a familiar toddler

c > loves to repeat actions that makes things happen; turns lights on and off c > may signal when s/he has done a 'poo'

e > when upset or frightened, seeks comfort from mother or other person c > begins to use 2-word utterances, "milk gone"

to whom they are attached c > spurt' in vocabulary - mostly 'naming' words

e > takes cue from mother regarding attitude to a strangerfor example, pointing to something s/he wants Developmental Red Flags (1 - 2 Years)

p > can drink from a cup > cannot walk by 18 months

c > stacks 2 blocks (or anything) then knocks it over > fails to develop a mature 'heel to toe' walking pattern after several months

c > puts objects into small containers and tips them out again of walking, or walks exclusively on toes

p > will try to use a spoon or a fork (awkwardly) > does not speak at least 15 words by 18 months

e > assists another in distress by patting, making sympathetic noises, or offering > does not use 2-word sentences by age 2

offering material objects > by 15 months, does not seem to know the function of common household objects

c > begins to utter one-word sentences (example, "milk" means 'I'm hungry') (brush, telephone, fork, and spoon)

c > points to nose, mouth, and eyes in game with adults > does not imitate actions or words by 24 months

c > build tower of 3 to 4 blocks > does not follow simple 1-step instructions by 24 months

c > points to things



7/11

2 - 3 Years

p > jumps in place using both feet c > recognise self in mirror and photos

and arms held upward for balance c > comprehends simple questions and commands

p > throws ball, but feet remain stationary e > may plang alongside other toddlers, doing what they do, but without

p > kicks a large ball seeming to interact with them (parallel play)

p > runs properly (rather than a hurried walk) p > begins to run, more of a hurried walk

p > catches ball rolled to him/ her p > walks without fallingp > throws ball overarm c > pulls, drags toys along

p > squats to pick up an object p > seats self in a child's chair

p > reverts to crawling when in a hurry rather than attemtpting to walk c > mimics household activities, bathing baby, sweeping, and talking on phone

p > can't make suddent stops or turns p > turns pages of a book, 2- 3 pages at a time

p > dances' in place to music p > holds crayon in a fist

c > spends a lot of time exploriung and manipulating a lot of objects, c > reciprocal imitation" of another toddler, imitating each others' actions

puts things in mouth, shakes them, bangs them on or moves them c > calls self by name, uses 'I', 'mine', and 'myself'

c > likes to repeat actions with objects that lead to intersting and predictable e > may loose control o f self when tired or frustrated, tantrums

results, for example, banging of spoon c > reciprocal imitations' for a longer period of time with a familiar toddler

c > loves to repeat actions that makes things happen; turns lights on and off c > may signal when s/he has done a 'poo'

e > when upset or frightened, seeks comfort from mother or other person c > begins to use 2-word utterances, "milk gone"

to whom they are attached c > spurt' in vocabulary - mostly 'naming' words

e > takes cue from mother regarding attitude to a strangerfor example, pointing to som ething s/he wants Developmental Red Flags (2 - 3 Years)

p > can drink from a cup > cannot walk by 18 months

c > stacks 2 blocks (or anything) then knocks it over > fails to develop a mature 'heel to toe' walking pattern after several months

c > puts objects into small containers and tips them out again of walking, or walks exclusively on toes

p > will try to use a spoon or a fork (awkwardly) > does not speak at least 15 words by 18 months

e > assists another in distress by patting, making sympathetic noises, or offering > does not use 2-word sentences by age 2

offering material objects > by 15 months, does not seem to know the function of common household objects

c > begins to utter one-word sentences (example, "milk" means 'I'm hungry') (brush, telephone, fork, and spoon)

c > points to nose, mouth, and eyes in game with adults > does not imitate actions or words by 24 months

c > build tower of 3 to 4 blocks > does not follow simple 1-step instructions by 24 months

c > points to things



8/11

3 -5 Years

c > uses objects and materials to build or construct things, for example, p > skips on both feet

block tower, puzzle, dough, and sand tower p > exhibits hand preference

e > jointly manipulates objects with one or two other peers p > spreads butter/ jam on toast

c > talks to self during play - helps guide what s/he does p > dresses without help

c > uses full sentencesin conversations c > attains gender stability (sure s/he is a girl/boy)

e > shares, smiles at, and cooperates with peers e > shows stronger preferences for same-sex playmates and toys

e > shows bouts of agression with peers e > displays decline in cross-gender behavior

e > engages in cooperative play with 2 or 3 peers e > enforces gender-role norms in peers

c > engages in dramatic play, taking the roles of 'pretend' characters c > talks constantly

p > holds crayon between thumb and first two fingers c > uses adult forms of speech

p > cuts papers with scissors c > takes parts in conversations

p > bends elbows to catch a ball and trap it against chest c > boasts, tells 'imaginative' stories

p > washes and dries hands c > may use language aggressively, enjoys using 'naughty' words (swearwords)

c > uses complex sentences

c > gives first and last name, home address Developmental Red Flags (3 - 5 Years)

c > begins to ask 'why' > cannot jump in place

p > hops, gallops, and runs with ease > cannot ride a trike

p > climbs stairs with alternating feet > cannot grasp a crayon between thumb and fingers

p > feeds self with minimum spills > has difficulty scriblingp > zips, able to use velcro fasteners > cannot copy a circle

p > dresses/ undresses without assistance > cannot stack 4 blocks

p > walks downstairs, alternating steps > still clings or cries when parents leaves him/her

p > gallops and skips by leading with one foot > shows no interest in interactive games

p > transfers weight forward to throw ball > ignores other children

p > climbs playground equipment with increasing agility > doesn't respond to people outside the family

c > builds tower with 8-10 blocks > doesnt engage in fantasy play

c > imitates variety of shapes in drawing, example, cirle and cross > resists dressing, sleeping, using toilet

p > attempts to catch a ball with hands > lashes out without any slef-control when angry and upset

p > eats with fork > doesnt use sentences of more than 3 words

p > brushes teeth > doesn't use 'me' or 'you' appropriately

p > walks upstairs using one foot per stepCompiled by: Samuel H. Aquino Jr.


9/11

5 - 8 Years

p > rides bicycle with training wheels c > ties shoes

p > threads needle (5-6) e > improved ability to take turns in a conversation

p > grasps pencil maturely but writes or draws with stiffness or concentration e > understands and begins to use sarcasm

c > writes some numbers and words e > may intentianally annoy parents

c > may reverse letters when writing, or writes letters sideways e > enjoys collecting, swapping,and trading things

p > descends stairs alternating feet p > ride 2-wheeler bike

p > balances on one foot to count 5- 10 c > knows rights from leftp > experiments with abilities on playground climbing equipment e > inflexible idas about girl/boy expectations

c > enjoys learning simple rhythms and movement routines e > attain gender constancy (boys are boys even if dressed in a girls' clothes)

p > two-footed skip e > still very attached to and dependent on parents, but less need to be in direct

p > hops on one foot in place physical contact with them

e > enjoys follow-the-leader

c > begin to be interested in riddles and jokes Comments:

c > describes self according to the skills acquired: ('I can hop!')

e > more associative and cooperative play behaviors __________________________________________________________________

e > may have nervous habits, for example, nail biting __________________________________________________________________

p > walks on a beam-balance __________________________________________________________________

p > jumps about 30cms vertically, broad jumps about a meter __________________________________________________________________

p > adult-like skill in throwing and catching __________________________________________________________________e > participates in group activities __________________________________________________________________

c > begins to learnd to read __________________________________________________________________

e > displays less physical aggression and more prosocial behaviors to peers __________________________________________________________________

p > displays rough-and-tumble play (especially, boys)

c > selects and picks up small pieces of puzzles

p > squeezes glue from a plastic bottle

p > uses scissors

c > assembles models

p > shuffles and duplicates playing cards

c > uses hammmer or screwdriver with reasonable efficiency

c > unlocks door with a key

c >folds paper along a straight lineCompiled by: Samuel H. Aquino Jr.


10/11

8 - 13 Years

c > defines self in comparison with others ('I'm better at reading than her') Comments:

c > is aware of time, can plan events of the day

e > recognises and adjusts to personal space and the personal space of others __________________________________________________________________

c > spatial and directional awareness for effective participation in __________________________________________________________________

games is developing __________________________________________________________________

c > understanding of metaphors, puns, and jokes develops __________________________________________________________________

c > improvements in powers of attention and concentration __________________________________________________________________e > responds increasingly negatively to cross-gender play in peers __________________________________________________________________

e > more knowledge of and flexibility in gender role sterotypes __________________________________________________________________

e > likes to have secrets __________________________________________________________________

c > likes to memorize and identify facts __________________________________________________________________

c > can mask or 'fake' emotions __________________________________________________________________

e > peers become increasingly important __________________________________________________________________

e > forms intimate friendships in pairs or small groups __________________________________________________________________

e > more awards of status within group __________________________________________________________________

e > involved in a wider range of activities outside school

e > fights with siblings are common

e > joins cliques

e > becomes affiliated with a crowde > feels greater pressure to conform

e > more complex self-concept, more focused on feelings and ideas

e > can recognise the 'moral' of the story

e > can be critical of own work



11/11

8 - 13 Years

p > likes to discuss and debate Comments:

p > able to classify, arrange ideas, generalise,

p > keen to establish place in a peer group __________________________________________________________________

c > gang' or group becomes extremely important __________________________________________________________________

> increased desire to be independent of parents __________________________________________________________________

p > developing definitied ideas and attitudes, for example __________________________________________________________________

p towards religion, politics, relationships, etc. __________________________________________________________________

p > preoccupied with own behavior, personality, physical appearance __________________________________________________________________

c > can deal with more abstratc co ncepts __________________________________________________________________

p > self-concept more tied with abstractr conepts __________________________________________________________________

p > likes to memorize and identify facts __________________________________________________________________

e > can mask or 'fake' emotions __________________________________________________________________

c > peers mbecome increasingly important __________________________________________________________________

c > forms intimate friendships in pairs or small groups __________________________________________________________________

e > more awards of status within group __________________________________________________________________

e > involved in a wider range of activities outside school

p > fights with siblings are com mon

p > joins cliques

p > becomes affiliated with a crowde > feels greater pressure to c onform

c > more complex self-concept, more focused on feelings and ideas

e > can recognise the 'moral' of the story

p > can be critical of own work


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