Caregiver Reported Early Development Instruments (CREDI) (CREDI) — Source

What is CREDI?

The Caregiver Reported Early Development Instruments (CREDI) is an open-access measure of early childhood development from Harvard's Graduate School of Education. It was designed to be answered by a caregiver — no clinician required — so that large populations of young children could be described affordably, including in low- and middle-income settings where formal assessment is scarce.

It was validated across seventeen countries with data from more than fourteen thousand children, which makes it one of the broadest cross-cultural references Learning Curve draws on.

How it is structured

The Long Form groups items into three developmental territories — Motor, Language / Cognitive, and Social-Emotional — across roughly birth to three years. Each item is a plain question a parent can answer about behaviour they have seen, and each sits in an age band where children typically begin to show it.

An honest note on the timings

CREDI's full published normative tables are not openly redistributed. The age windows shown here are age-band midpoints — close enough (within a few months) to tell whether frameworks agree about when a behaviour emerges, but not the precise item-response norms. Where Learning Curve needs finer precision, it leans on sources whose full norms are public, such as the Stanford dataset and the WHO motor windows.

Why it is in Learning Curve

CREDI adds cross-cultural breadth. When it and other normative sources agree that a behaviour appears at a certain age, that agreement is what Learning Curve treats as a real, universal developmental signal rather than one culture's expectation.

The shape of Caregiver Reported Early Development Instruments (CREDI)

Alternate visualizations

CREDI milestones (108)

Motor (64)

Kicks and waves arms while lying face up.

Brings a hand up to the mouth.

Laughs out loud.

Sometimes sucks a thumb or fingers.

Holds onto a small item placed in the hand.

Touches both hands together.

Keeps both hands clenched all the time.

Rolls over independently in either direction.

Picks up a small item using one hand.

Searches for something interesting after it is hidden.

Reaches for the feet while lying face up.

Pushes up the head and chest with the arms while on the tummy.

Bangs an object against the floor or a table during play.

Sits upright alone for more than a few seconds.

Moves on purpose to reach something just out of reach.

Moves forward alone by crawling, rolling, or scooting.

Uses fingers to pick up and eat small bits of food.

Moves a small object from one hand to the other.

Claps both hands together.

Stands while holding onto someone or something.

Picks up a tiny item with the thumb and one finger.

While seated, picks up a small item and lets it fall into a container.

Throws a small ball or similar item forward by hand.

Takes several steps while holding onto support.

Stands alone without holding onto anything.

Follows a simple request such as coming closer or standing.

Plays or sits independently for about 20 minutes.

Takes several unsupported steps.

Squats to the floor and gets back up without falling or holding on.

Climbs up onto furniture such as a chair or bench.

Turns an item around to use it the right way.

Pauses briefly when told to stop.

Kicks a ball or other round item forward.

Drinks from an open cup alone without spilling.

Runs several steps without falling or crashing into things.

Makes a mark, line, or shape with a crayon, pen, or stick.

Builds a tower of at least three small objects.

Copies everyday actions done by other people.

Carries out an instruction with two or more steps.

Walks over rough or sloped ground without falling.

Pretends one object is something else during play.

Looks worried or caring when someone is hurt or upset.

Walks backward.

Shows interest in learning by asking or exploring.

Feeds self with a spoon or similar utensil without spilling.

Uses an object as a tool to get something out of reach.

Lets an adult know when needing the toilet.

Takes off a piece of clothing.

Says or signals being hungry or tired.

Usually keeps going until a favorite activity is finished.

Returns easily to an activity after being interrupted.

Jumps so both feet lift off the ground.

Uses a whispering voice.

Twists a lid off a bottle or jar.

Asks about familiar people who are not present.

Identifies which of two things or people is bigger and which is smaller.

Balances on one foot for a few seconds without support.

Names or points out at least one color.

Puts on basic clothes without assistance.

Gives exactly three items when asked for three.

Usually returns toys or objects to their usual place after using them.

Often acts suddenly without considering danger or consequences.

Sometimes keeps treats or new toys to use later.

Buttons and unbuttons clothing without assistance.

Social-Emotional (9)

Smiles back when someone smiles.

Shows recognition of family members when they appear.

Reaches toward a new object placed nearby.

Explores a new object by trying to mouth it.

Often shows affection, such as hugging close family.

Watches other children and tries to do what they do.

Sometimes shares food, toys, or other things without being asked.

Brings other children into back-and-forth play.

Stays focused on one activity for about 20 minutes.

Language/Cognitive (35)

Makes simple syllable sounds such as ba or da.