In your work as a child-care provider, having a clear grasp of #developmental milestones is key. These are the skills children typically reach at certain ages — like sitting up, babbling, playing with peers, and using words. Knowing what’s expected and when to raise a red flag helps you support children effectively, share information with families, and coordinate with specialists when needed.
In this article we’ll cover:
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What developmental milestones are and why they matter.
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What “typical” development looks like at several age bands.
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Signs that development may be delayed or need further attention.
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Practical steps for providers when you’re concerned.
What Are Developmental Milestones and Why Do They Matter?
Developmental milestones are the behaviours, skills, and abilities children typically display by certain ages (for example: walking, using two-word phrases, sharing a toy). They fall into broad areas such as:
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Physical/motor (gross and fine)
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Communication and language
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Cognitive (thinking, problem-solving)
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Social-emotional (interacting, managing feelings)
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Self-help (feeding, dressing, toileting)
Why they matter:
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They give you a benchmark against which to observe children’s #growth.
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They help you identify #early when a child may need extra support.
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They allow you to engage families in the child’s development in concrete ways.
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They guide #classroom planning: knowing what children can typically do helps you set realistic and challenging activities.
For example, the site of ChildCareEd offers a downloadable milestone checklist covering ages 2 months to 5 years. Childcare Ed+1
Typical Development: What to Expect by Age Band
Here are some broad patterns for different age bands. Keep in mind: children develop at different rates, and a range of “typical” exists.
Infants (Birth–12 months)
By about 6–12 months you might expect to see:
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Rolling over, sitting up with support or alone.
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Reaching for and grasping toys.
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Babbling (“ba-ba,” “da-da”) and responding to their name.
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Showing preferences for familiar people; perhaps separation anxiety.
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Exploring objects by putting them in their mouth, banging them.
If you look at checklists (for example from ChildCareEd) you’ll find more specific items. Childcare Ed+1
Toddlers (1–3 years)
By age 2 the following are often seen:
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Walking steadily, perhaps running, climbing on low furniture.
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Using two-word phrases (“more juice,” “go outside”), vocabulary growth.
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Beginning pretend play (“feed the doll”), showing some independence.
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Following simple two-step directions (“Pick up the block and put it here”).
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Showing a range of emotions, maybe saying “no,” begin
Preschool (3–5 years)
By around age 4 or 5 children often can:
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Hop, skip, climb well, throw and catch a ball.
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Speak in full sentences, ask many questions, tell a simple story.
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Play cooperatively with peers, share, take turns, show empathy.
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Use scissors, draw shapes or people, write some letters.
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Dress and undress with little help, use the toilet independently.
When to Worry: Red Flags and Warning Signs
Of course, every child is unique. But if a child is far outside the typical range, it may signal a need for closer observation, assessment, or referral. Here are red-flags to watch for:
Delayed Motor Skills
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By 12 months: not sitting by themselves or not crawling/dragging self.
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By 2 years: frequent tripping, not walking steadily, very limited movement.
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By 3-4 years: unable to jump in place, hop, or catch a ball at all.
Speech & Language Concerns
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By 18 months: very few words or no single words.
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By 2 years: hardly any word combinations, very limited vocabulary.
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By 3–4 years: speech hard to understand by people outside family, no simple sentences.
Cognitive or Play Issues
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Minimal interest in playing with others by age 2–3.
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Cannot follow simple directions, lots of trouble with problem-solving activities.
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Play is very limited or repetitive (especially for age 3+).
Social-Emotional or Self-Help Delays
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Very limited eye contact or interest in others (especially in toddler years).
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Extreme difficulty managing transitions, tantrums beyond typical range.
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At age 5, still totally unable to dress, feed self, or use the toilet without major help.
Mixed Delays
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Child shows delays in several areas (motor + language + social) — this tends to raise more concern than a single minor delay.
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Loss of previously acquired skills (for example a child used to say words and no longer does) is a strong signal for evaluation.
If you observe any of these, it doesn’t mean there is a problem — but it does mean you should monitor closely, share observations with the family, and possibly suggest a referral for evaluation.
What Providers Can Do: Action Steps
Here are practical steps you can take as a child-care provider:
1. Observe & Document
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Keep informal notes: e.g. “Child can use two-word phrases 80% of the time,” or “Child still falls when running.”
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Use checklists/resources (for example the downloadable ones on ChildCareEd) to compare typical skills. Childcare Ed+1
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Collect examples: photos, video (if allowed), anecdotal records, samples of drawing/writing etc.
2. Communicate with Families
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Share your observations in positive, respectful language: “I notice X and I’m curious how you see this at #home.”
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Provide families with resources and encourage shared observations between home and care setting.
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Highlight strengths first, then note what you’re monitoring together.
3. Provide Enriched Learning Experiences
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Create activities that support the milestone areas: e.g., fine motor: playdough, threading beads; language: storytelling and open-ended questions; social: cooperative games, turn-taking.
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Individualize: adapt for children who are delayed by giving extra practice or scaffolding.
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Use play as the primary vehicle: children learn best when engaged in playful, meaningful experiences.
4. When to Refer
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If you consistently see multiple red flags over time.
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If the child is significantly behind peers in your group and you cannot explain it by cultural/language differences.
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If loss of skills occurs.
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Work with families to connect to local early intervention services, #developmental-screening, or special-needs supports.
5. Professional Development & Resources
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Consider training that deepens your understanding of child development (for example offered by ChildCareEd) at this link: https://www.childcareed.com/online-courses/ Childcare Ed
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Provide families with easy to use resources (for example: https://www.childcareed.com/r-00101-developmental-milestones-2-mo-5-yrs-english.html) Childcare Ed
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Read articles on related topics on ChildCareEd’s blog: e.g., https://www.childcareed.com/a/childcareed-trainings-empowering-early-childhood- #educators-for-success.html Childcare Ed
Final Thoughts
As a child-care provider, you hold a critical role—not just in caring for children day-to-day, but also in being an early observer and partner in their development. Understanding developmental milestones gives you confidence to:
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Recognize typical progress and support children accordingly.
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Notice when something might be off, and act early.
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Engage families in meaningful ways with observations and planning.
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Structure your learning environment and activities to meet children where they are and help them grow.
Remember: “When in doubt, check it out”. Early intervention often makes a significant difference. By combining observation, communication, purposeful planning, and collaboration with families and specialists, you’ll help children thrive in your care.
For additional training and support, check out the training page at ChildCareEd (https://www.childcareed.com/online-courses/) and explore the blog and resources linked above.
Stay connected for tips and updates on #early-childhood practice on Instagram.
