October 15, 2020 CFOP 170-1

Appendix A: Development Stages Matrix 0-3 Months Indicators of Positive Physical Social & Emotional Cognitive Developmental Concern Characteristics ✓ Rapid height & ✓ Concerned with ✓ From birth, ✓ Sucks poorly and ✓ Makes eye contact weight gain satisfaction of needs begins to “learn” with feeds slowly with infant ✓ Reflexes: sucking, ✓ Smiles in response eyes, ears, hands, etc. ✓ Doesn’t follow objects ✓ Interact with infant by grasping to caregiver’s voice ✓ Vocalizes sounds with eyes talking, smiling, ✓ Lifts head ✓ Prefers primary (coos) ✓ Doesn’t respond to singing, etc. ✓ Responds to caregiver to stranger ✓ Smiles when faces loud sounds ✓ Gently rocks/bounces sounds by blinking, evoke memories of ✓ Doesn’t grasp and hold infant startling, crying pleasure objects ✓ Picks infant up when ✓ Shows growing ✓ Doesn’t smile at the distressed ability to follow sound of the primary ✓ Allows for self-soothing objects and to caregiver’s voice (infant sucks focus fingers/pacifier, etc.)

3-6 Months Indicators of Positive Parenting Physical Social & Emotional Cognitive Developmental Concern Characteristics ✓ Rolls over ✓ Smiles and laughs ✓ Has recognition ✓ Doesn’t hold head up ✓ Helps infant “practice” ✓ Holds head up socially memory for people, ✓ Doesn’t coo, make sitting when held in sitting ✓ Responds to tickling places, and objects sounds, or smile ✓ Encourages floor time position ✓ Begins to distinguish ✓ Uses both hands to ✓ Doesn’t respond to on a blanket for rolling ✓ Lifts knees, makes own image in mirror grasp objects sounds or turn head to and reaching crawling motions from others’ images ✓ Exhibits visual locate sounds ✓ Responds to fears, ✓ Reaches for interests ✓ Doesn’t roll over in cries by holding, objects ✓ Joins with caregiver in either direction talking, and reassuring paying attention to ✓ Not gaining weight ✓ Talks and plays with labeling objects and infant events (4-6 months)

6-12 Months Indicators of Positive Parenting Physical Social & Emotional Cognitive Developmental Concern Characteristics ✓ Sits alone ✓ Indicates preference ✓ Finds objects hidden ✓ Doesn’t smile or ✓ Discipline consists of ✓ Feeds self-finger for primary repeatedly in one demonstrate joy redirecting to different foods; holds own caregivers place, but not when ✓ Unable to sit without activity. Sharp bottle (6-9 months) ✓ May cry when moved support discipline, scolding, ✓ Crawls, pulls up, strangers approach ✓ Plays peek-a-boo ✓ Does not follow objects and verbal persuasion and walks with (stranger anxiety) ✓ Has recall memory for with both eyes are not helpful support (9-12 ✓ Shows signs of people, places, and ✓ Does not actively ✓ Holds and cuddles months) separation anxiety objects (9-12 months) reach for objects baby ✓ Baby teeth begin to ✓ Repeats ✓ Imitates speech ✓ Doesn’t look or react to ✓ Reads to baby emerge performances for sounds familiar caregivers ✓ Names objects when attention (9-12 ✓ Says da-da and ma- ✓ Does not babble baby points to months) ma and knows who ✓ Shows no interest in something ✓ Drops objects on these people are (10- playing peek-a-boo (by ✓ Maintains consistent purpose for others to 12 months) 8 months) bed time routine of pick up (10-12 ✓ Uses preverbal cuddling, rocking, and months) gestures to soothing communicate (by 12 months)

Appendix A to CFOP 170-1 October 15, 2020 CFOP 170-1

12-18 Months Indicators of Positive Parenting Physical Social & Emotional Cognitive Developmental Concern Characteristics ✓ Walks alone ✓ Extends attachment ✓ Begins to show ✓ Doesn’t respond to ✓ Encourages ✓ Manipulates small for primary intentional behavior, name exploration objects with caregivers to the initiates actions (drops, ✓ Unable to finger feed ✓ Applauds child’s efforts improved world; seems in love throws, shakes, bangs) ✓ Not gaining weight ✓ Interprets coordination with the world and ✓ Is curious about ✓ Flat affect (no smiling) new/unfamiliar ✓ Drinks from a cup wants to explore everything around him ✓ Not interested in play situations with a lid and uses everything or her such as peek-a-boo ✓ Talks to child in simple a spoon ✓ Recognizes image of ✓ Sorts toys and other ✓ Not taking steps clear language about ✓ Builds tower of 2 self in mirrors objects into groups ✓ Cannot hold spoon things going on in the blocks ✓ Solitary or parallel ✓ Understands object ✓ Doesn’t look at environment ✓ Removes hat, play permanence – realizes pictures in book socks, and shoes ✓ Fears heights, objects exist when out separation, of sight and will look strangers, and for them surprises ✓ Says first (mama, dada, doggie, bye-bye)

18-24 Months Indicators of Positive Parenting Physical Socio-Emotional Cognitive Developmental Concern Characteristics ✓ Runs and walks up ✓ Likes to hand things ✓ Begins to make two- ✓ Cannot walk ✓ Provides opportunities steps to others as play combinations that ✓ Does not speak at to choose ✓ Can help get ✓ May have temper mean something least 6 words ✓ Sets appropriate limits undressed tantrums ✓ Imitates words readily ✓ Does not imitate ✓ Assists child in coping ✓ Drinks from a cup ✓ Shows affection to and understands a lot actions or words with range of emotions ✓ Eats with a spoon familiar people more that he or she ✓ Cannot push a ✓ Support new ✓ Scribbles ✓ Plays simple can say wheeled friendships and spontaneously pretend, such as ✓ Shows memory ✓ Does not follow simple experiences ✓ Loves to practice feeding a doll improvements, instructions ✓ Responds to wanted new skills ✓ Explores alone but understand cause and ✓ Doesn’t notice or mind behaviors more than ✓ Makes tower of 4 with caregiver close effect; experiments to when a caregiver disciplining unwanted blocks by see what will happen leaves or returns behaviors ✓ Begins to sort shapes and colors

2-3 Years Indicators of Positive Parenting Physical Social & Emotional Cognitive Developmental Concern Characteristics ✓ Has developed ✓ Has great difficulty ✓ Is capable of thinking ✓ Cannot run, jump, or ✓ Provides opportunities sufficient muscle sharing before acting hop for child to make control for toilet ✓ Has strong urges ✓ Explores language ✓ Cannot feed self with choices training and desires, but is ability – becomes very spoon ✓ Encourages ✓ Is highly mobile – developing ability to verbal ✓ Does not speak in independence and skills are refined exert self-control ✓ Enjoys talking to self simple sentences that provides guidance with ✓ Uses spoon to feed ✓ Wants to please and others use normal word order self-care (dressing, self parents but ✓ Loves to pretend and ✓ Does not enjoy make- hand washing, etc.) ✓ Throws and kicks a sometimes has to imitate people believe games ✓ Sings, plays, and ball difficulty containing around him or her ✓ Does not spontaneously dances with child ✓ Disassembles impulses ✓ Enjoys creative show affection for ✓ Counts objects and simple objects and ✓ Displays affection – activities – i.e., block familiar playmates identifies colors with puts them back especially for play, art ✓ Does not express a child together caregiver ✓ Thinks through and wide range of emotions ✓ Encourages creativity ✓ Has refined eye- ✓ Initiates own play solves problems in ✓ Does not separate hand coordination- activity and occupies head before acting easily from primary can do simple self (has moved beyond caregiver puzzles, string ✓ Is able to action-bound stage) ✓ Does not object to beads, stack blocks communicate and major changes in converse routine ✓ Begins to show interest in peers

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3-4 Years Indicators of Positive Parenting Physical Social & Emotional Cognitive Developmental Concern Characteristics ✓ Continues to run, ✓ Emotional self- ✓ Asks “why” questions – ✓ Falls down a lot or has ✓ Provides a sense of jump, throw, and regulation improves believes there is a trouble with stairs security by maintaining catch with better ✓ Understands taking reason for everything ✓ Drools or has very household routines coordination turns and sharing and he or she wants to unclear speech and schedules ✓ Walks up and down ✓ Self-conscious know it ✓ Doesn’t use sentences ✓ Supports child’s need stairs, one foot on emotions become ✓ Engages actively in of more than three for gradual each step more common symbolic play – has words transitioning. ✓ Rides tricycle ✓ Forms first strong fantasy life, ✓ Can’t work simple toys Example: Provides ✓ Uses scissors friendships loves to imitate and (such as peg boards, warning of changes so ✓ Can button and ✓ Shows concerns for role-play simple puzzles, turning child has time to shift lace a crying friend ✓ Speech can be handle) gears: "We're leaving ✓ Eats and dresses ✓ May get upset with understood by others ✓ Doesn’t make eye in 10 minutes” by self with major changes in ✓ Should be able to say contact ✓ Points out colors and supervision routine about 500 to 900 ✓ Doesn’t play pretend or numbers in the course ✓ Uses toilet or potty- words make-believe of everyday chair; bladder and ✓ Understands some ✓ Doesn’t want to play conversation bowel control are number concepts with other children or ✓ Encourages usually established ✓ Converses and with toys independent activity to reasons ✓ Lashes out without any build self-reliance. ✓ Is interested in letters self-control when angry ✓ Provides lots of ✓ Scribbles in a more or upset sensory experiences controlled way – is for learning and able to draw circles, developing recognizable objects coordination — sand, mud, finger paints, puzzles ✓ Reads and sings and talks to build vocabulary

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4-6 Years Indicators of Positive Parenting Physical Social & Emotional Cognitive Developmental Concern Characteristics ✓ Has refined muscle ✓ Plays cooperatively ✓ Is developing longer ✓ Poor muscle tone, ✓ Encourages exploration development and is with peers attention span motor coordination ✓ Applauds child’s efforts better coordinated, ✓ Enhanced capacity to ✓ Understands cause ✓ Poor pronunciation, ✓ Interprets so that he or she share and take turns and effect relationships incomplete sentences new/unfamiliar can learn new skills ✓ Recognizes ethnic ✓ Engages in more ✓ Cognitive delays; situations ✓ Has improved and sexual dramatic play and is inability to concentrate ✓ Reinforces good finger dexterity – identification closer to reality, pays ✓ Cannot play behavior and ties shoes; draws ✓ Displays attention to details cooperatively; lack achievements more complex independence ✓ Is developing curiosity, absent ✓ Encourages child to picture; writes ✓ Protects self and increasingly more imaginative and fantasy express feelings and name stands up for rights complex and versatile play emotions ✓ Climbs, hops, skips, ✓ Identifies with parents language skills ✓ Social immaturity: ✓ Encourages physical and likes to do and likes to imitate ✓ Expresses ideas, asks unable to share or activity with supervision stunts. Gross them questions, engages in negotiate with peers; ✓ Gives child chances to motor skills ✓ Often has “best discussions overly bossy, make choices increase in speed friends” ✓ Speaks clearly aggressive, competitive ✓ Uses time-out for and endurance ✓ Likes to show ✓ Is able to draw ✓ Attachment problems: behavior that is not what he or she can representative pictures overly clingy, acceptable do ✓ Knows and can name superficial attachments, ✓ Continually forming members of and show little distress or new images of self- friends over-react when based on how others ✓ Increased separated from view him or her understanding of time caregiver ✓ Excessively fearful, anxious, night terrors ✓ Lack impulse control, little ability to delay gratification ✓ Exaggerated response (tantrums, aggression) to even mild stressors ✓ Enuresis, encopresis, self-stimulating behavior – rocking, head-banging

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6-9 Years Indicators of Positive Parenting Physical Social & Emotional Cognitive Developmental Concern Characteristics ✓ Gradual ✓ May have a special ✓ Thought becomes ✓ Shows affection for replacement of friend more logical, helping These indicators may be child; recognizes primary teeth by ✓ Likes action on the child categorize present in any child accomplishments permanent teeth television objects and ideas between 6-11 years ✓ Helps child develop a throughout middle ✓ Enjoys books and ✓ Can focus on more ✓ Low self-esteem sense of responsibility childhood stories than one characteristic ✓ Acts sad and/or – asks child to help ✓ Fine motor skills: ✓ May argue with other of concrete objects nervous much of the with household tasks writing becomes children but shows ✓ Attention becomes time such as setting the smaller and more cooperation in play more selective and ✓ Aggressive much of table legible; drawings with a particular adaptable the time (hits, fights, ✓ Talks with child about become more friend ✓ Can us rehearsal and curses, breaks or school, friends, and organized and ✓ Self-concept includes organization as throws objects) things to look forward detailed and start identifying own memory strategies ✓ Exhibits poor impulse to in the future to include some personality traits and ✓ Emotional intelligence control ✓ Encourages child to depth comparing self with is developing: self- ✓ Has difficulty think about ✓ Gross motor skills: others awareness and concentrating or sitting consequences before can dress and ✓ Becomes more understanding of own still acting undress alone; responsible and feelings; for ✓ Scapegoated/ ignored ✓ Makes clear rules and Organized games independent the feelings of others; by other children sticks to them with rough-and- ✓ Still obeys adults to regulation of emotion; ✓ Poor grades ✓ Engages in fun tumble play avoid trouble delaying gratification ✓ Doesn’t respond to activities together become more ✓ Can adapt ideas ✓ Vocabulary increases positive ✓ Praises child for good common about fairness to fit rapidly attention/praise behavior varied situations ✓ Makes the transition ✓ Seeks ✓ Supports child in takin from “learning to read” approval/attention on new challenges to “reading to learn” excessively ✓ Gets involved in child’s ✓ Carries on long ✓ Suspicious/mistrustful school conversation of adults; doesn’t turn to adults for help/comfort ✓ Little frustration tolerance; difficult to engage and keep interested in goal directed activity ✓ Cannot adapt behavior to different social settings ✓ Doesn’t understand a person’s identity remains the same regardless of outward changes (e.g., costume) ✓ Can’t understand concepts of space, time, and dimension ✓ Can’t differentiate real from pretend ✓ Can’t understand the difference between behavior and intent (breaking a lamp is equally bad regardless of whether on purpose or an accident)

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9-11 Years Indicators of Positive Parenting Physical Social & Emotional Cognitive Developmental Concern Characteristics ✓ ’ adolescent ✓ Self-esteem rises ✓ Planning improves ✓ Helps child develop grown spurt begins ✓ Distinguishes ✓ Can apply several These indicators may be own sense of right and ✓ Gross motor skills between effort and memory strategies at present in any child wrong. Talks with child are better luck as causes of once between 6-11 years about risky things, peer coordinated successes and ✓ Long-term knowledge ✓ Low self-esteem pressure, etc. (running, jumping, failures; can become base grows in size and ✓ Acts sad and/or ✓ Encourages child to throwing and critical of others organization nervous much of the respect other people catching, kicking, quickly ✓ Improves in cognitive time ✓ Spends quality time batting, and ✓ Has adaptive set of self-regulation ✓ Aggressive much of listening to child and dribbling) strategies for (monitoring and the time (hits, fights, talking about ✓ Reaction time regulating emotion directing progress curses, breaks or accomplishments and improves, which ✓ Peer groups emerge toward a goal) throws objects) possible challenges contributes to ✓ Friendships are ✓ Grasps double ✓ Exhibits poor impulse ✓ Talks with child about based on the meanings of words as control normal physical and development pleasure of sharing reflected in ✓ Has difficulty emotional changes of ✓ Fine motor skills through activities or comprehension of concentrating or sitting improve; depth time spent together metaphors and humor still ✓ Is affectionate and cues evident in ✓ Sibling rivalry tends ✓ Improved ✓ Scapegoated/ ignored honest with child. drawings through to increase understanding of by other children diagonal complex grammatical ✓ Poor grades placement, constructions ✓ Doesn’t respond to overlapping ✓ Conversational positive objects, and strategies become attention/praise converging lines more refined ✓ Seeks adult approval/attention excessively ✓ Suspicious/mistrustful of adults; doesn’t turn to adults for help/comfort ✓ Little frustration tolerance; difficult to engage and keep interested in goal directed activity ✓ Cannot adapt behavior to different social settings ✓ Doesn’t understand a person’s identity remains the same regardless of outward changes (e.g., costume) ✓ Can’t understand concepts of space, time, and dimension ✓ Can’t differentiate real from pretend ✓ Can’t understand the difference between behavior and intent (breaking a lamp is equally bad regardless of whether on purpose or an accident)

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11-15 Years Indicators of Positive Parenting Physical Social & Emotional Cognitive Developmental Concern Characteristics ✓ Period of rapid ✓ Critical of adults; ✓ Thrives on arguments ✓ By end of period, ✓ Is tolerant, skeletal and sexual annoyed by younger and discussions; physically immature, understanding, and maturation siblings; obnoxious challenges adults small, not showing supportive ✓ Preoccupation with to live with ✓ Increasingly able to signs of puberty or ✓ Accepts youth’s body image ✓ Wants unreasonable memorize, think secondary sex feelings but tries to ✓ Acne may appear independence logically; engage in characteristics (wide help youth evaluate ✓ Boys ahead of girls ✓ Dramatizes and introspection range here; girls more objectively in endurance and exaggerates own ✓ Can plan realistically mature earlier) ✓ Avoids being muscular strength positions; has many for the future; may ✓ Poor motor skills, defensive; child is not ✓ Rapid growth may fears, worries, and have interest in coordination challenging the adult’s mean large tears earning money ✓ Lack of peer group authority appetite but less ✓ Resists any show of ✓ Is critical of own artistic relationships and ✓ Sets limits, but gives energy affection products identification with opportunities for ✓ There is a wide ✓ Often moody; anger ✓ Interested in world and peers independence variation in is common; resents community; may read ✓ Can’t think whenever possible beginning and being told what to do; a great deal hypothetically; doesn’t ✓ Answers questions completion of rebels at routines ✓ Needs to feel important consider about bodily changes puberty (body hair, ✓ Intense interest in and believe in consequences of openly and honestly increased teams and something actions ✓ Encourages group perspiration and oil organized, ✓ Social cognition: ✓ Can’t put him/herself in activities and production in hair competitive games; o Belief in an place of another; discourages solo and skin. considers imaginary audience, doesn’t consider how dating Girls: breast and membership in clubs that others are as behavior affects others ✓ Doesn’t nag boys hip development, important; has whole preoccupied with ✓ Difficulty problem about food intake and onset of gang of friends one as oneself is solving; doesn’t work seeming “laziness” . ✓ Girls show more (e.g., “everyone is through systematically ✓ Discusses ways to Boys: growth in interest in opposite looking at me”) and weigh solutions manage and handle and penis, sex than boys do o Personal fable – ✓ Poor school stress wet dreams, ✓ Recognizes that belief in personal performance ✓ Finds ways to spend deepening of voice) differences exist uniqueness (e.g., ✓ Doesn’t reject or time together ✓ Increased between and within “no one question parental ✓ Provides consistent, possibility of acting groups understands me”) standards and express loving discipline with on sexual desires ✓ May experience and belief that self self through clothes, limits, restrictions, and prejudice, is invulnerable (“I hair, and other lifestyle rewards discrimination, or won’t get hurt”) choices bias due to ethnicity ✓ Able to understand ✓ Poor self-esteem or poverty other points of view, ✓ Emotional and but tends to be behavioral problems egocentric (anxiety, depression, withdrawal, aggression, lack of impulse control, anti- social behavior) ✓ Withdrawal from friends and from activities once enjoyed ✓ Changes in eating and sleeping habits ✓ Abuse of alcohol or drugs

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15-21 Years Indicators of Positive Parenting Physical Social & Emotional Cognitive Developmental Concern Characteristics ✓ By end of period, ✓ Relationships with ✓ May lack information ✓ Physically immature, ✓ Recognizes and physically immature, parents range from or self-assurance small, not showing compliments physical small, not showing signs friendly to hostile about personal skills signs of puberty or of puberty/ secondary ✓ Usually has many and abilities secondary sex ✓ Provides accurate sex characteristics (wide friends and few ✓ Continuing formal characteristics information on range; girls mature confidants operational thought ✓ Unable to form or consequences of earlier) ✓ Worries about failure with abstract, maintain satisfactory sexual activity ✓ Poor motor skills, ✓ May appear moody, idealistic, logical, relationships with ✓ Tries not to pry; but coordination angry, lonely, hypothetical- peers is available to talk ✓ Lack of peer group rel. impulsive, self- deductive reasoning, ✓ Can’t put him/herself and listen and identification with centered, confused, complex problem in place of another; ✓ Maintains positive peers and stubborn solving, and critical doesn’t consider how relationship by being ✓ Can’t think ✓ Has conflicting thinking behavior affects respectful and hypothetically; doesn’t feelings about ✓ May enjoy debating others friendly consider consequences dependence and and arguing ✓ Poor self-esteem / ✓ Accepts feelings; of actions independence ✓ Has a strong sense guilt doesn’t overreact ✓ Can’t put him/herself in ✓ Girls may form of awareness ✓ Overcompensates and avoids place of another; doesn’t identity and prepare ✓ May be judgmental for negative self- disapproval consider how behavior for adulthood through of adults or peers if esteem by being ✓ Recognizes and affects others establishing they do not do what narcissistic, accepts current level ✓ Difficulty problem relationships and is “fair” unrealistically self- of interest in opposite solving; doesn’t work emotional bonds ✓ Seriously concerned complimentary; sex through systematically ✓ Interest in forming about the future grandiose ✓ Encourages and weigh solutions romantic ✓ Beginning to expectations for self experiences with a ✓ Poor school relationships part of integrate knowledge ✓ Engages in self- variety of people performance separation task; leading to decisions defeating, testing, (e.g., older, younger, ✓ Doesn’t reject or implies separation about future and aggressive, different cultures) question parental from family antisocial, or ✓ Encourages talking standards and express ✓ Cultural differences impulsive behavior about and planning self through clothes, may cause conflict ✓ Lacks capacity to for future hair, and other lifestyle manage intense choices emotions; moods ✓ Poor self-esteem change frequently ✓ Emotional and and inconsistently behavioral problems ✓ Has emotional (anxiety, depression, disturbances: withdrawal, aggression, depression, anxiety, lack of impulse control, post-traumatic stress anti-social behavior) disorder, attachment ✓ Withdrawal from friends problems, conduct and from activities once disorders enjoyed ✓ Changes in eating Abuse of alcohol or drugs

Adapted from One or More of the Following Sources Chadwick Trauma-Informed Systems Project. (2013). Guidelines for Applying a Trauma Lens to a Child Welfare Practice Model (1st ed.). San Diego, CA: Chadwick Center for Children and . Reducing the Trauma of Investigation, Removal and Initial Out-of-Home Placement Project. (2008-2009). Trauma Informed Practice Strategies for Caseworkers. Portland State University, Center for Improvement of Child and Family Services. Child Welfare Trauma Training Toolkit. (2013). The National Child Traumatic Stress Network. Child and Adolescent Development Resource Book. (2005). The Pennsylvania Child Welfare Training Program. University of Pittsburgh, School of Social Work. Florida State University, Center for Prevention and Early Intervention. www.cpeip.fsu.edu John Hopkins University. http://www.hopkinsmedicine.org/healthlibrary/conditions/pediatrics/your_childs_growth_and_development_85,P01019/ Centers for Disease Control and Prevention. http://www.cdc.gov/ncbddd/actearly/milestones/index.html

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