October 15, 2020 CFOP 170-1 Appendix A: Child Development Stages Matrix 0-3 Months Indicators of Positive Parenting Physical Social & Emotional Cognitive Developmental Concern Characteristics ✓ Rapid height & ✓ Concerned with ✓ From birth, infant ✓ 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 words (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 word 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 toy 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 A-2 October 15, 2020 CFOP 170-1 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