Every milestone as a bar across the ages it appears. Hover to light up its pathway, click to follow that pathway alone, and use the colour key as a filter.
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Hover a milestone — its whole pathway lifts with it. Click to open.
birth 1y 2y 3y 4y 5y 6y Age Enjoys the company of others and seeks contact with others from birth. — 0m–11m — Attachment, secure base, and affection Learns that own voice and actions have effects on others. — 0m–11m — Attachment, secure base, and affection Responds to what carer is paying attention to, e.g. following their gaze. — 0m–11m — Attachment, secure base, and affection Seeks caregiver comfort — 0m–12m — Attachment, secure base, and affection Recognizes unfamiliarity — 5m–12m — Attachment, secure base, and affection Responds differently to family and strangers — 6m–14m — Attachment, secure base, and affection Shows preference for familiar people — 6m–18m — Attachment, secure base, and affection Reacts to caregiver leaving — 7m–10m — Attachment, secure base, and affection Uses familiar adult support in new situations — 8m–20m — Attachment, secure base, and affection Explores with caregiver as secure base — 10m–20m — Attachment, secure base, and affection Responds with wariness — 12m–2y — Attachment, secure base, and affection Shows affection to familiar people — 12m–2y — Attachment, secure base, and affection Demonstrates sense of self as an individual, e.g. wants to do things independently, says “No” to adult. — 16m–2.2y — Attachment, secure base, and affection Expresses own preferences and interests. — 22m–3y — Attachment, secure base, and affection Shows affection to familiar people or friends — 22m–4y — Attachment, secure base, and affection Can describe self in positive terms and talk about abilities. — 3.3y–5y — Attachment, secure base, and affection Develops an awareness of number names through their enjoyment of action rhymes and songs that relate to their experience of numbers. — 0m–11m — Counting and early number Notices changes in number of objects/images or sounds in group of up to 3. — 0m–11m — Counting and early number counts up to 5 — 2.5y–3.3y — Counting and early number Counts objects one-to-one — 4y–4.5y — Counting and early number Names written numerals — 4y–5y — Counting and early number Recites the counting sequence — 4y–5y — Counting and early number Recognises written numerals — 4y–5y — Counting and early number Reports the counted total — 4.3y–5y — Counting and early number Writes numerals with support — 4.5y–5y — Counting and early number Gets to know and enjoy daily routines, such as getting-up time, mealtimes, nappy time, and bedtime. — 0m–11m — Early maths environment (temporal routines + inquiry) Begins to identify own mathematical problems based on own interests and fascinations. — 3.3y–5y — Early maths environment (temporal routines + inquiry) Explores objects through the senses — 0m–11m — Early science & world (residual) Smiles with pleasure at recognisable playthings. — 0m–11m — Early science & world (residual) Closely observes what animals, people and vehicles do. — 8m–20m — Early science & world (residual) Experiments with object actions — 8m–20m — Early science & world (residual) Acts from knowledge of properties — 16m–2.3y — Early science & world (residual) Shows care and concern for living things and the environment. — 2.5y–4.2y — Early science & world (residual) Calms with caregiver soothing — 0m–3m — Emotional expression and self-regulation Uses familiar adult to share feelings such as excitement or pleasure, and for ‘emotional refuelling’ when feeling tired, stressed or frustrated. — 0m–11m — Emotional expression and self-regulation Shows varied emotions — 2m–8m — Emotional expression and self-regulation Protests frustration or interruption — 8m–2y — Emotional expression and self-regulation Initiates a calming strategy — 18m–3y — Emotional expression and self-regulation Calms with adult help — 20m–3.2y — Emotional expression and self-regulation Aware of own feelings, and knows that some actions and words can hurt others’ feelings. — 22m–3y — Emotional expression and self-regulation Expresses feelings through words or actions — 22m–3y — Emotional expression and self-regulation Manages supported short delays — 22m–3y — Emotional expression and self-regulation Calms after caregiver separation — 2.5y–3y — Emotional expression and self-regulation Saves desired things for later — 2.5y–3y — Emotional expression and self-regulation Waits for needs or turns — 2.5y–5y — Emotional expression and self-regulation Names own feelings — 3y–4y — Emotional expression and self-regulation Settles after excitement — 4y–6y — Emotional expression and self-regulation Cries to communicate needs — 0m–2m — Expressive language: vocalization to sentences Makes early non-cry sounds — 0m–3m — Expressive language: vocalization to sentences Laughs or chuckles aloud — 0m–5m — Expressive language: vocalization to sentences Makes vowel-like cooing sounds — 2m–4m — Expressive language: vocalization to sentences Playful vocal experimentation — 5m–7m — Expressive language: vocalization to sentences Babbles with consonant sounds — 5m–10m — Expressive language: vocalization to sentences Produces reduplicated babble — 5m–10m — Expressive language: vocalization to sentences Raises arms to be picked up — 6m–9m — Expressive language: vocalization to sentences Uses varied babble strings — 7m–9m — Expressive language: vocalization to sentences Uses single meaningful words — 8m–20m — Expressive language: vocalization to sentences Gestures to recruit help — 9m–21m — Expressive language: vocalization to sentences Coordinates gesture with another signal — 9m–2.5y — Expressive language: vocalization to sentences Gestures wants or needs — 10m–2.3y — Expressive language: vocalization to sentences Combines two words — 14m–3y — Expressive language: vocalization to sentences Uses several meaningful words — 15m–22m — Expressive language: vocalization to sentences Uses self pronouns early — 2y–2.5y — Expressive language: vocalization to sentences Speech understood by strangers about half the time — 2y–3.3y — Expressive language: vocalization to sentences Uses three- to five-word sentences — 2y–4y — Expressive language: vocalization to sentences Speech generally understood — 2.3y–3y — Expressive language: vocalization to sentences Most words pronounced clearly — 2.5y–3y — Expressive language: vocalization to sentences Uses pronouns correctly — 2.5y–3y — Expressive language: vocalization to sentences Says own first name — 2.8y–3y — Expressive language: vocalization to sentences Speech understood by strangers — 3y–4y — Expressive language: vocalization to sentences Longer sentences — 3.3y–5y — Expressive language: vocalization to sentences Complex connected sentences — 4y–5y — Expressive language: vocalization to sentences Reflexive finger grasp — 0m–2m — Fine-motor: grasp and manipulation Briefly opens hands — 0m–3m — Fine-motor: grasp and manipulation Rooting response to cheek touch — 0m–4m — Fine-motor: grasp and manipulation Spontaneous limb movement — 0m–4m — Fine-motor: grasp and manipulation Holds placed toy or rattle — 2m–6m — Fine-motor: grasp and manipulation Swats or bats at objects — 3m–5m — Fine-motor: grasp and manipulation Hands together at midline — 3m–6m — Fine-motor: grasp and manipulation Reaches accurately and grasps — 3m–6m — Fine-motor: grasp and manipulation Holds one object in each hand — 4m–10m — Fine-motor: grasp and manipulation Reaches for nearby objects — 4m–11m — Fine-motor: grasp and manipulation Raking grasp — 6m–9m — Fine-motor: grasp and manipulation Transfers object between hands — 6m–12m — Fine-motor: grasp and manipulation Bangs two held objects together — 8m–10m — Fine-motor: grasp and manipulation Pincer grasp for small objects — 8m–12m — Fine-motor: grasp and manipulation When sitting, can lean forward to pick up small toys. — 8m–20m — Fine-motor: grasp and manipulation Puts object into container — 9m–12m — Fine-motor: grasp and manipulation Picks up tiny items — 9m–16m — Fine-motor: grasp and manipulation Claps hands — 9m–17m — Fine-motor: grasp and manipulation Takes object from container — 10m–13m — Fine-motor: grasp and manipulation Independent page turning — 10m–22m — Fine-motor: grasp and manipulation Applies pincer grip in tasks — 12m–2y — Fine-motor: grasp and manipulation Assisted page turning — 14m–2y — Fine-motor: grasp and manipulation Bimanual asymmetric hand use — 20m–2y — Fine-motor: grasp and manipulation May be beginning to show preference for dominant hand. — 22m–3y — Fine-motor: grasp and manipulation Activates buttons and switches — 2y–2.5y — Fine-motor: grasp and manipulation Turns pages one at a time — 2y–2.5y — Fine-motor: grasp and manipulation Twists mechanisms — 2y–3.5y — Fine-motor: grasp and manipulation Strings large beads — 2.3y–3y — Fine-motor: grasp and manipulation Uses child scissors — 2.9y–5y — Fine-motor: grasp and manipulation Uses scissors safely — 3y–4y — Fine-motor: grasp and manipulation Changes materials with simple tools — 3.3y–5y — Fine-motor: grasp and manipulation Handles varied tools with control — 3.3y–5y — Fine-motor: grasp and manipulation Shapes playdough with control — 3.3y–5y — Fine-motor: grasp and manipulation Shows a preference for a dominant hand. — 3.3y–5y — Fine-motor: grasp and manipulation Cuts roughly along a straight line — 3.5y–5y — Fine-motor: grasp and manipulation Cuts materials with scissors — 4y–5y — Fine-motor: grasp and manipulation Children’s later writing is based on skills and understandings which they develop as babies and toddlers. Before they can write, they need to learn to use spoken language to communicate. Later they learn to write down the words they can say. (See the roots of Writing in Communication and language). — 0m–11m — Graphomotor: mark-making to drawing and writing Makes connections between their movement and the marks they make. — 8m–20m — Graphomotor: mark-making to drawing and writing Shows interest in making marks — 10m–18m — Graphomotor: mark-making to drawing and writing Palmar grasp on writing tool — 10m–22m — Graphomotor: mark-making to drawing and writing Scribbles or makes marks — 12m–22m — Graphomotor: mark-making to drawing and writing Uses mark-making tools — 22m–2.8y — Graphomotor: mark-making to drawing and writing Distinguishes between the different marks they make. — 22m–3y — Graphomotor: mark-making to drawing and writing Produces controlled varied strokes — 2y–3y — Graphomotor: mark-making to drawing and writing Copies a circle — 2.2y–4.2y — Graphomotor: mark-making to drawing and writing Understands that they can use lines to enclose a space, and then begin to use these shapes to represent objects. — 2.5y–4.2y — Graphomotor: mark-making to drawing and writing Draws simple person — 2.8y–3y — Graphomotor: mark-making to drawing and writing Gives meaning to own drawings or marks — 2.8y–3.8y — Graphomotor: mark-making to drawing and writing Uses finger-thumb pencil grasp — 2.8y–4y — Graphomotor: mark-making to drawing and writing Copies a cross — 3y–4y — Graphomotor: mark-making to drawing and writing Copies letters from a model — 3y–5y — Graphomotor: mark-making to drawing and writing Controls tools effectively — 3.3y–5y — Graphomotor: mark-making to drawing and writing Copies a vertical line — 3.3y–5y — Graphomotor: mark-making to drawing and writing Experiments to create different textures. — 3.3y–5y — Graphomotor: mark-making to drawing and writing Explores what happens when they mix colours. — 3.3y–5y — Graphomotor: mark-making to drawing and writing Forms recognisable letters independently — 3.3y–5y — Graphomotor: mark-making to drawing and writing Manipulates materials to achieve a planned effect. — 3.3y–5y — Graphomotor: mark-making to drawing and writing Understands that different media can be combined to create new effects. — 3.3y–5y — Graphomotor: mark-making to drawing and writing Writes name-related letters — 3.3y–5y — Graphomotor: mark-making to drawing and writing Draws a person with multiple body parts — 3.5y–4.5y — Graphomotor: mark-making to drawing and writing Produces recognizable pencil writing — 4y–4.5y — Graphomotor: mark-making to drawing and writing Copy a square — 4.2y–5y — Graphomotor: mark-making to drawing and writing Draw a detailed person — 4.5y–5.3y — Graphomotor: mark-making to drawing and writing Turns head while supine — 0m–2m — Gross-motor locomotion: head control to running Pull-to-sit control — 0m–3m — Gross-motor locomotion: head control to running Brief prone head lift — 0m–4m — Gross-motor locomotion: head control to running Prone head lift with turning — 1m–3m — Gross-motor locomotion: head control to running Prone forearm support — 2m–6m — Gross-motor locomotion: head control to running Static supported stability — 2m–6m — Gross-motor locomotion: head control to running Stability while carried — 2m–14m — Gross-motor locomotion: head control to running Prone head and chest lift — 3m–15m — Gross-motor locomotion: head control to running Rolls tummy to back — 4m–6m — Gross-motor locomotion: head control to running Sits with hand support — 5m–7m — Gross-motor locomotion: head control to running Prone straight-arm push-up — 5m–8m — Gross-motor locomotion: head control to running Bears weight on supported legs — 5m–9m — Gross-motor locomotion: head control to running Keeps head steady — 5m–10m — Gross-motor locomotion: head control to running Rolls over independently — 5m–10m — Gross-motor locomotion: head control to running Sits without support — 6m–9m — Gross-motor locomotion: head control to running Crawls or scoots for floor mobility — 7m–12m — Gross-motor locomotion: head control to running Pulls to stand — 8m–13m — Gross-motor locomotion: head control to running Moves from floor into sitting — 8m–20m — Gross-motor locomotion: head control to running Assisted walking — 9m–12m — Gross-motor locomotion: head control to running Stands while holding support — 9m–18m — Gross-motor locomotion: head control to running Cruises along furniture — 10m–15m — Gross-motor locomotion: head control to running Moves from standing into sitting — 10m–22m — Gross-motor locomotion: head control to running Unsupported standing — 11m–15m — Gross-motor locomotion: head control to running Takes first independent steps — 12m–15m — Gross-motor locomotion: head control to running Standing while playing — 12m–2y — Gross-motor locomotion: head control to running Runs — 14m–2.2y — Gross-motor locomotion: head control to running Stoops or squats and stands again — 15m–18m — Gross-motor locomotion: head control to running Walks independently — 15m–20m — Gross-motor locomotion: head control to running Walks steadily on ordinary ground — 16m–19m — Gross-motor locomotion: head control to running Runs smoothly without falling — 22m–3y — Gross-motor locomotion: head control to running Walks steadily on uneven ground — 2.5y–3y — Gross-motor locomotion: head control to running Runs around obstacles — 2.7y–3.7y — Gross-motor locomotion: head control to running Walks backward — 3y–4y — Gross-motor locomotion: head control to running Pedals a tricycle — 3.2y–3.7y — Gross-motor locomotion: head control to running Children show good control and co-ordination in large and small movements. — 3.3y–5y — Gross-motor locomotion: head control to running Experiments with different ways of moving. — 3.3y–5y — Gross-motor locomotion: head control to running Makes sharp turns while running — 3.3y–5y — Gross-motor locomotion: head control to running Negotiates space while moving — 3.3y–5y — Gross-motor locomotion: head control to running Runs confidently across surfaces — 4y–5y — Gross-motor locomotion: head control to running Reacts to disappearance — 0m–11m — Object exploration and understanding Repeats actions that have an effect, e.g. kicking or hitting a mobile or shaking a rattle. — 0m–11m — Object exploration and understanding Explores objects by mouthing — 4m–8m — Object exploration and understanding Bangs two objects together to make noise — 4m–12m — Object exploration and understanding Looks for a dropped object — 6m–9m — Object exploration and understanding Explores or responds to textures — 6m–12m — Object exploration and understanding Searches for disappeared object — 6m–12m — Object exploration and understanding Finds a visibly hidden object — 7m–14m — Object exploration and understanding Moves obstacle to get object — 8m–12m — Object exploration and understanding Anticipates repeated sounds, sights and actions, e.g. when an adult demonstrates an action toy several times. — 8m–20m — Object exploration and understanding Enjoys filling and emptying containers. — 8m–20m — Object exploration and understanding Explores objects by linking together different approaches: shaking, hitting, looking, feeling, tasting, mouthing, pulling, turning and poking. — 8m–20m — Object exploration and understanding Shows interest in toys with buttons, flaps and simple mechanisms and beginning to learn to operate them. — 8m–20m — Object exploration and understanding Uses objects functionally — 10m–15m — Object exploration and understanding Attempts, sometimes successfully, to fit shapes into spaces on inset boards or jigsaw puzzles. — 10m–3.2y — Object exploration and understanding Matches parts of objects that fit together, e.g. puts lid on teapot. — 16m–2.2y — Object exploration and understanding Operates mechanical toys, e.g. turns the knob on a wind-up toy or pulls back on a friction car. — 16m–2.2y — Object exploration and understanding Remembers where objects belong. — 20m–2.7y — Object exploration and understanding Tracks displacement between locations — 21m–2y — Object exploration and understanding Notices detailed features of objects in their environment. — 22m–3y — Object exploration and understanding Explains object functions — 2.5y–2.8y — Object exploration and understanding Simple problem solving — 2.5y–3y — Object exploration and understanding Shows skill in making toys work by pressing parts or lifting flaps to achieve effects such as sound, movements or new images. — 2.5y–4.2y — Object exploration and understanding Shows object-function knowledge — 2.7y–5y — Object exploration and understanding Completes interlocking jigsaws of 4-12 pieces — 3y–5y — Object exploration and understanding The beginnings of understanding of People and communities lie in early attachment and other relationships. See Personal, Social and Emotional Development and Communication and Language. — 0m–11m — People, family & community (from Early science & world) Enjoys pictures and stories about themselves, their families and other people. — 16m–2.2y — People, family & community (from Early science & world) Has a sense of own immediate family and relations. — 16m–2.2y — People, family & community (from Early science & world) Is curious about people and shows interest in stories about themselves and their family. — 16m–2.2y — People, family & community (from Early science & world) Learns that they have similarities and differences that connect them to, and distinguish them from, others. — 16m–2.2y — People, family & community (from Early science & world) Knows some of the things that make them unique, and can talk about some of the similarities and differences in relation to friends or family. — 2.5y–4.2y — People, family & community (from Early science & world) Reacts to loud or sudden sound — 0m–3m — Receptive language: hearing to comprehension Alerts or calms to speech — 0m–4m — Receptive language: hearing to comprehension Listens to familiar sounds, words, or finger plays. — 0m–11m — Receptive language: hearing to comprehension Responds to the different things said when in a familiar context with a special person (e.g. ‘Where’s Mummy?’, ‘Where’s your nose?’). — 0m–11m — Receptive language: hearing to comprehension Understands familiar contextual cues — 0m–11m — Receptive language: hearing to comprehension Looks at a speaking caregiver — 1m–6m — Receptive language: hearing to comprehension Turns toward and locates a sound — 1m–11m — Receptive language: hearing to comprehension Understands familiar single words — 7m–14m — Receptive language: hearing to comprehension Follows visually supported instructions — 8m–18m — Receptive language: hearing to comprehension Listens to and enjoys rhythmic patterns in rhymes and stories. — 8m–20m — Receptive language: hearing to comprehension Understands no or prohibitive words — 9m–18m — Receptive language: hearing to comprehension Developing the ability to follow others’ body language, including pointing and gesture. — 10m–15m — Receptive language: hearing to comprehension Orients toward named object — 10m–18m — Receptive language: hearing to comprehension Selects or finds named object — 10m–19m — Receptive language: hearing to comprehension Follows unsupported spoken requests — 12m–15m — Receptive language: hearing to comprehension Follows visually supported requests — 12m–15m — Receptive language: hearing to comprehension Recognizes familiar environmental sounds — 12m–2y — Receptive language: hearing to comprehension Identifies named objects — 13m–2.1y — Receptive language: hearing to comprehension Understands simple spoken instructions — 14m–18m — Receptive language: hearing to comprehension Understands simple questions — 14m–2.2y — Receptive language: hearing to comprehension Matches words in routines — 15m–2y — Receptive language: hearing to comprehension Shows interest in play with sounds, songs and rhymes. — 16m–2.2y — Receptive language: hearing to comprehension Follows two spoken directions — 16m–2.3y — Receptive language: hearing to comprehension Points to named body parts — 18m–2y — Receptive language: hearing to comprehension Follows linked routine actions — 18m–2.3y — Receptive language: hearing to comprehension Points to named object — 2y–2.4y — Receptive language: hearing to comprehension Identifies named pictures — 2y–3y — Receptive language: hearing to comprehension Listens to others one to one or in small groups, when conversation interests them. — 2.5y–4.2y — Receptive language: hearing to comprehension Follows instructions with several steps or actions — 3.3y–4y — Receptive language: hearing to comprehension Follows ordered multi-step directions — 4y–5.6y — Receptive language: hearing to comprehension Follows detailed directions with reminders — 4.5y–5y — Receptive language: hearing to comprehension Follows directions after a delay — 5y–5.5y — Receptive language: hearing to comprehension Recognizes familiar caregiver — 0m–10m — Recognizing and responding to familiar people and voices Responds to a speaking person — 0m–14m — Recognizing and responding to familiar people and voices Recognizes familiar people — 4m–7m — Recognizing and responding to familiar people and voices Responds to own name — 6m–10m — Recognizing and responding to familiar people and voices Roots, latches and sucks in coordination — 0m–4m — Self-feeding and drinking Opens mouth for spoon. — 0m–11m — Self-feeding and drinking Anticipates feeding cue — 1m–6m — Self-feeding and drinking Signals feeding readiness refusal — 4m–6m — Self-feeding and drinking Takes smooth purees from a spoon — 4m–8m — Self-feeding and drinking Chews soft solids with a rotary motion — 9m–2y — Self-feeding and drinking Feeds self with fingers — 11m–16m — Self-feeding and drinking Feeds self with spoon — 12m–2.1y — Self-feeding and drinking Holds and drinks from a cup — 15m–18m — Self-feeding and drinking Drinks from a caregiver-held cup — 15m–19m — Self-feeding and drinking Develops own likes and dislikes in food and drink. — 16m–2.2y — Self-feeding and drinking Willing to try new food textures and tastes. — 16m–2.2y — Self-feeding and drinking Drinks well without spilling — 22m–3y — Self-feeding and drinking Feeds self with utensil (spoon/fork) without spilling — 22m–3y — Self-feeding and drinking Pours or serves food or drink with supervision — 3y–5y — Self-feeding and drinking Eats a healthy range of foodstuffs and understands need for variety in food. — 3.3y–5y — Self-feeding and drinking Spreads with a knife — 3.5y–5.5y — Self-feeding and drinking Fleeting Attention – not under child’s control, new stimuli takes whole attention. — 0m–11m — Sustained attention, concentration, and task persistence Has a strong exploratory impulse. — 8m–20m — Sustained attention, concentration, and task persistence Pays attention to dominant stimulus – easily distracted by noises or other people talking. — 8m–20m — Sustained attention, concentration, and task persistence Rigid attention – may appear not to hear. — 8m–20m — Sustained attention, concentration, and task persistence Single channelled attention. Can shift to a different task if attention fully obtained – using child’s name helps focus. — 16m–2.2y — Sustained attention, concentration, and task persistence Stays focused during activity — 2.5y–3y — Sustained attention, concentration, and task persistence Focuses on self-chosen activity — 2.5y–4.2y — Sustained attention, concentration, and task persistence Focusing attention – still listen or do, but can shift own attention. — 2.5y–4.2y — Sustained attention, concentration, and task persistence Two-channelled attention – can listen and do for short span. — 2.5y–4.2y — Sustained attention, concentration, and task persistence Attends in adult-led group — 2.8y–5y — Sustained attention, concentration, and task persistence Early visual tracking — 0m–2m — Visual attention and tracking Seeks attention through eye contact — 0m–4m — Visual attention and tracking Watches a caregiver move — 0m–6m — Visual attention and tracking Looks around a room with interest; visually scans environment for novel, interesting objects and events. — 0m–11m — Visual attention and tracking Looks at and follows faces — 0m–12m — Visual attention and tracking Sustains visual attention briefly — 1m–4m — Visual attention and tracking Tracks a moving object across midline — 2m–5m — Visual attention and tracking Notices small object — 3m–6m — Visual attention and tracking Responds emotionally to others — 1m–13m — Empathy and concern for others Understands ownership — 8m–20m — Empathy and concern for others Responds with adult support — 10m–18m — Empathy and concern for others Shows concern — 18m–4y — Empathy and concern for others Aware that some actions can hurt or harm others. — 22m–3y — Empathy and concern for others Notices another's distress — 22m–3y — Empathy and concern for others Expresses ownership verbally — 2y–3y — Empathy and concern for others Responds helpfully to needs — 2.4y–3y — Empathy and concern for others Comforts a distressed person — 3y–4.5y — Empathy and concern for others Offers comfort — 3y–4.5y — Empathy and concern for others Understands that own actions affect other people, for example, becomes upset or tries to comfort another child when they realise they have upset them. — 3.3y–5y — Empathy and concern for others Shares another's happiness — 4y–5y — Empathy and concern for others Verbalizes empathy — 4y–5y — Empathy and concern for others Reciprocal social smile — 1m–4m — Social smiling, laughter, and attention-seeking Uses smile to invite attention — 2m–4m — Social smiling, laughter, and attention-seeking Bids to keep adult attention — 3m–5m — Social smiling, laughter, and attention-seeking Laughs during social play — 3m–6m — Social smiling, laughter, and attention-seeking Laughs spontaneously — 4m–9m — Social smiling, laughter, and attention-seeking Can select and use activities and resources with help. — 22m–3y — Social smiling, laughter, and attention-seeking Is more outgoing towards unfamiliar people and more confident in new social situations. — 22m–3y — Social smiling, laughter, and attention-seeking Separates from main carer with support and encouragement from a familiar adult. — 22m–3y — Social smiling, laughter, and attention-seeking Welcomes and values praise for what they have done. — 22m–3y — Social smiling, laughter, and attention-seeking Confident to talk to other children when playing, and will communicate freely about own home and community. — 2.5y–4.2y — Social smiling, laughter, and attention-seeking Shows confidence in asking adults for help. — 2.5y–4.2y — Social smiling, laughter, and attention-seeking Early Learning Goal Children are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’t need help. — 3.3y–5y — Social smiling, laughter, and attention-seeking Brings hands to mouth — 2m–4m — Body awareness and self-discovery Looks at own hands — 2m–5m — Body awareness and self-discovery Mirror interest — 4m–8m — Body awareness and self-discovery Plays with feet while supine — 4m–14m — Body awareness and self-discovery Recognises self in the mirror — 15m–2y — Body awareness and self-discovery Vocalizes back during interaction — 2m–8m — Conversation and discourse: turn-taking to storytelling Takes turns making sounds — 4m–8m — Conversation and discourse: turn-taking to storytelling Babbles conversationally — 8m–15m — Conversation and discourse: turn-taking to storytelling Copies heard words — 8m–20m — Conversation and discourse: turn-taking to storytelling Creates personal words as they begin to develop language. — 8m–20m — Conversation and discourse: turn-taking to storytelling Uses different types of everyday words (nouns, verbs and adjectives, e.g. banana, go, sleep, hot). — 8m–20m — Conversation and discourse: turn-taking to storytelling Copies sounds or words — 10m–20m — Conversation and discourse: turn-taking to storytelling Copies familiar phrases — 12m–23m — Conversation and discourse: turn-taking to storytelling Beginning to talk about people and things that are not present. — 16m–2.2y — Conversation and discourse: turn-taking to storytelling Imitates animal or environmental sounds — 18m–2.3y — Conversation and discourse: turn-taking to storytelling Holds a conversation, jumping from topic to topic. — 22m–3y — Conversation and discourse: turn-taking to storytelling Uses plural endings — 22m–3y — Conversation and discourse: turn-taking to storytelling Uses varied word endings — 22m–3y — Conversation and discourse: turn-taking to storytelling Beginning to ask simple questions. — 2.1y–4.2y — Conversation and discourse: turn-taking to storytelling Back and forth conversation — 2.3y–3y — Conversation and discourse: turn-taking to storytelling Asks Wh-Questions — 2.3y–3.2y — Conversation and discourse: turn-taking to storytelling Retells Recent or Past Events — 2.3y–3.2y — Conversation and discourse: turn-taking to storytelling Answers simple open questions — 2.3y–3.3y — Conversation and discourse: turn-taking to storytelling Asks why questions — 2.5y–3y — Conversation and discourse: turn-taking to storytelling Talks About Past and Future Events — 2.5y–3y — Conversation and discourse: turn-taking to storytelling Uses Intonation and Rhythm to Clarify Meaning — 2.5y–4.2y — Conversation and discourse: turn-taking to storytelling Uses a range of tenses (e.g. play, playing, will play, played). — 2.5y–4.2y — Conversation and discourse: turn-taking to storytelling Answers yes-or-no questions — 2.8y–3y — Conversation and discourse: turn-taking to storytelling Describes picture action — 2.8y–3y — Conversation and discourse: turn-taking to storytelling Understands jokes and humorous language — 3y–5y — Conversation and discourse: turn-taking to storytelling Extends vocabulary, especially by grouping and naming, exploring the meaning and sounds of new words. — 3.3y–5y — Conversation and discourse: turn-taking to storytelling Links statements and sticks to a main theme or intention. — 3.3y–5y — Conversation and discourse: turn-taking to storytelling Sustains back-and-forth conversation — 3.3y–5y — Conversation and discourse: turn-taking to storytelling Uses talk to organise, sequence and clarify thinking, ideas, feelings and events. — 3.3y–5y — Conversation and discourse: turn-taking to storytelling Explains causes — 3.8y–4.6y — Conversation and discourse: turn-taking to storytelling Independent connected storytelling — 4y–5y — Conversation and discourse: turn-taking to storytelling Supported familiar-story retelling — 4y–5y — Conversation and discourse: turn-taking to storytelling Talks about own interests and ideas — 4y–5y — Conversation and discourse: turn-taking to storytelling Sleeps a 5-6 hour night stretch — 2m–18m — Sleep consolidation and settling Transitions to one nap — 12m–2y — Sleep consolidation and settling Gives up the nap, managing the day awake — 2y–6y — Sleep consolidation and settling Imitates facial movements — 4m–8m — Imitation and pretend play Copies simple gestures or actions — 6m–2.3y — Imitation and pretend play Uses sounds in pretend play — 10m–2y — Imitation and pretend play Copies familiar adult actions — 12m–20m — Imitation and pretend play Simple pretend play — 14m–2.2y — Imitation and pretend play Enjoys playing with small-world models such as a farm, a garage, or a train track. — 16m–2.2y — Imitation and pretend play Uses symbolic substitution (objects and words) in play — 20m–3y — Imitation and pretend play Portrays family members — 22m–2.8y — Imitation and pretend play Pretends with imagined roles or things — 2y–3y — Imitation and pretend play Reenacts familiar experiences — 2.2y–3.8y — Imitation and pretend play Invites others into pretend play — 2.5y–3y — Imitation and pretend play Imitates without a present model — 2.5y–4.2y — Imitation and pretend play Imitates multi step actions — 2.8y–3y — Imitation and pretend play Creates pretend small world stories with toys — 3y–4y — Imitation and pretend play Enacts a pretend role — 3y–5y — Imitation and pretend play Develops a shared storyline — 3.3y–5y — Imitation and pretend play Plans a pretend scenario — 3.3y–5y — Imitation and pretend play Adds a sequenced storyline — 4y–5y — Imitation and pretend play Assigns roles in shared play — 4y–5y — Imitation and pretend play Explores and handles books — 6m–12m — Literacy and book engagement Looks at books with a familiar person — 10m–2y — Literacy and book engagement Has some favourite stories, rhymes, songs, poems or jingles. — 16m–2.2y — Literacy and book engagement Attends to book content — 18m–2.6y — Literacy and book engagement Attends to Shared Book Reading — 18m–2.7y — Literacy and book engagement Completes Familiar Story or Rhyme Phrases — 20m–2.7y — Literacy and book engagement Answers story questions — 2.1y–3.1y — Literacy and book engagement Listens and joins in — 2.3y–3.3y — Literacy and book engagement Anticipates familiar story events — 2.5y–4.2y — Literacy and book engagement Attends and recalls — 2.5y–4.2y — Literacy and book engagement Beginning to be aware of the way stories are structured. — 2.5y–4.2y — Literacy and book engagement Looks at books independently — 2.5y–4.2y — Literacy and book engagement Names familiar story characters — 2.5y–4.2y — Literacy and book engagement Predicts what happens next — 2.8y–3.6y — Literacy and book engagement Predicts what happens next — 3y–5y — Literacy and book engagement Shows nonverbal story understanding — 3y–5y — Literacy and book engagement Enjoys an increasing range of books. — 3.3y–5y — Literacy and book engagement Names letters — 3.3y–5y — Literacy and book engagement Recognizes rhymes — 3.3y–5y — Literacy and book engagement Identifies characters and events — 3.8y–4.6y — Literacy and book engagement Produces rhyming words — 4y–5y — Literacy and book engagement Retells or summarizes story content — 4y–5y — Literacy and book engagement Answers questions about a story — 4y–6y — Literacy and book engagement Talks through a pictured story — 4.2y–5y — Literacy and book engagement Describes feelings with support — 4.5y–5.5y — Literacy and book engagement Recognises character feelings independently — 5y–6y — Literacy and book engagement Plays simple back-and-forth games — 6m–14m — Shared attention, gestures, and reciprocal games Responds to peek-a-boo — 8m–10m — Shared attention, gestures, and reciprocal games Points and gazes to share attention — 8m–2y — Shared attention, gestures, and reciprocal games Waves bye-bye — 10m–12m — Shared attention, gestures, and reciprocal games Claps as a social gesture — 11m–15m — Shared attention, gestures, and reciprocal games Shows object to caregiver — 11m–15m — Shared attention, gestures, and reciprocal games Takes turns in simple games with adult support — 20m–3.3y — Shared attention, gestures, and reciprocal games Creates sounds by banging, shaking, tapping or blowing. — 7m–10m — Music and rhythm Moves to music or rhythm — 8m–18m — Music and rhythm Moves rhythmically to music — 11m–23m — Music and rhythm Moves in time with a beat — 13m–2.1y — Music and rhythm Participates in songs and rhymes — 14m–2.3y — Music and rhythm Copies movements to music — 18m–3.3y — Music and rhythm Shows an interest in the way musical instruments sound. — 22m–3y — Music and rhythm Joins in Singing Familiar Songs — 2y–3y — Music and rhythm Explores and learns how sounds can be changed. — 2.5y–4.2y — Music and rhythm Joins group dances and ring games — 2.5y–4.2y — Music and rhythm Copies a tapping pattern — 2.8y–3y — Music and rhythm Produces a simple rhythm — 2.8y–3y — Music and rhythm Discriminates musical instrument sounds — 3y–4y — Music and rhythm Sings familiar songs or dances — 3.3y–5y — Music and rhythm Comes downstairs backwards on knees (crawling). — 8m–20m — Climbing and stair navigation Climbs stairs with adult help — 10m–18m — Climbing and stair navigation Climbs onto furniture with help — 15m–2.5y — Climbing and stair navigation Climbs onto furniture independently — 16m–2.2y — Climbing and stair navigation Walks upstairs with support — 18m–2.3y — Climbing and stair navigation Climbs stairs holding a rail — 22m–3y — Climbing and stair navigation Descends using a rail — 2y–2.5y — Climbing and stair navigation Descends with adult help — 2y–3y — Climbing and stair navigation Alternates feet upstairs with support — 2.5y–3.7y — Climbing and stair navigation Climbs alternately without help — 2.5y–4.2y — Climbing and stair navigation Climbs stairs with help — 2.5y–4.2y — Climbing and stair navigation Alternates feet downstairs with support — 3y–4y — Climbing and stair navigation Climbs playground equipment — 3.3y–5y — Climbing and stair navigation Alternates feet both ways unsupported — 3.5y–5y — Climbing and stair navigation Walks down stairs using alternate feet — 4y–5y — Climbing and stair navigation Anticipates routine sequences — 8m–20m — Comparative and relational concepts Beginning to understand that things might happen ‘now’. — 8m–20m — Comparative and relational concepts Supported routine participation — 8m–20m — Comparative and relational concepts Matches identical objects and pictures — 15m–2.5y — Comparative and relational concepts Expresses size concepts — 16m–2.2y — Comparative and relational concepts Anticipates familiar routines — 22m–3y — Comparative and relational concepts Groups category members — 2y–3y — Comparative and relational concepts Discriminates bigger and smaller — 2.2y–3y — Comparative and relational concepts Sorts Objects by Attribute — 2.3y–3.2y — Comparative and relational concepts Expressive spatial description — 2.5y–3y — Comparative and relational concepts Says what will happen next — 2.5y–4y — Comparative and relational concepts Orders a complete familiar sequence — 2.5y–4.2y — Comparative and relational concepts Tells the next familiar event — 2.5y–4.2y — Comparative and relational concepts Receptive spatial-word understanding — 2.7y–3.2y — Comparative and relational concepts Discriminates longer and shorter — 2.8y–4.2y — Comparative and relational concepts Identifies shared category features — 2.8y–5y — Comparative and relational concepts Receptive opposite understanding — 4y–5y — Comparative and relational concepts Uses basic time concepts — 4y–5y — Comparative and relational concepts Verbal opposite identification — 4.5y–5y — Comparative and relational concepts Responds to a few appropriate boundaries, with encouragement and support. — 8m–20m — Peer play and friendship Plays alongside other children — 10m–18m — Peer play and friendship Engages reciprocally with peers — 10m–22m — Peer play and friendship Watches and imitates other children — 12m–20m — Peer play and friendship Shows interest in peer play — 14m–2y — Peer play and friendship Seeks out others to share experiences. — 14m–2.2y — Peer play and friendship Forms preferred peer attachments — 20m–4.6y — Peer play and friendship Stops when instructed — 22m–3y — Peer play and friendship Supported sharing — 22m–3y — Peer play and friendship Parallel and brief peer play — 2y–2.5y — Peer play and friendship Joins other children in play — 2.3y–3.2y — Peer play and friendship Voluntary sharing — 2.3y–5y — Peer play and friendship Demonstrates friendly behaviour, initiating conversations and forming good relationships with peers and familiar adults. — 2.5y–4.2y — Peer play and friendship Explains own knowledge and understanding, and asks appropriate questions of others. — 2.5y–4.2y — Peer play and friendship Cooperative peer play — 2.7y–3.8y — Peer play and friendship Names a specific friend — 3y–4y — Peer play and friendship Seeks play with other children — 3y–4y — Peer play and friendship Cooperates and shares with peers — 3y–5y — Peer play and friendship Cooperative turn-taking play with peers — 4y–5y — Peer play and friendship Negotiates peer conflicts — 4y–5y — Peer play and friendship Prefers playing with peers — 4y–5y — Peer play and friendship Independently restrains impulses — 4y–6y — Peer play and friendship Maintains control under frustration — 4.5y–5y — Peer play and friendship Starts to communicate urination, bowel movement. — 8m–20m — Toileting, elimination awareness, and continence readiness Clearly communicates wet or soiled nappy or pants. — 16m–2.2y — Toileting, elimination awareness, and continence readiness Shows awareness of what a potty or toilet is used for. — 16m–2.2y — Toileting, elimination awareness, and continence readiness Shows some awareness of bladder and bowel urges. — 16m–2.2y — Toileting, elimination awareness, and continence readiness Clearly communicates their need for potty or toilet. — 22m–3y — Toileting, elimination awareness, and continence readiness Gains more bowel and bladder control and can attend to toileting needs most of the time themselves. — 2.5y–4.2y — Toileting, elimination awareness, and continence readiness Usually dry and clean during the day. — 3.3y–5y — Toileting, elimination awareness, and continence readiness Uses parent-specific name — 10m–15m — Naming and labeling vocabulary Names familiar referents — 15m–2.3y — Naming and labeling vocabulary Names pictured referents — 23m–2.9y — Naming and labeling vocabulary Names referents from sounds — 23m–2.9y — Naming and labeling vocabulary Names pictured object — 2y–2.3y — Naming and labeling vocabulary Says about 50 words — 2y–2.5y — Naming and labeling vocabulary Describes object properties — 2.5y–3y — Naming and labeling vocabulary Names objects in context — 2.5y–3.8y — Naming and labeling vocabulary Identifies colours — 2.5y–4y — Naming and labeling vocabulary Names colours — 2.8y–3y — Naming and labeling vocabulary Compares object properties — 2.8y–5y — Naming and labeling vocabulary names and identifies 3 or more colours — 4y–5.3y — Naming and labeling vocabulary Names objects from memory — 4y–6y — Naming and labeling vocabulary Pulls off socks, hat or shoes — 12m–22m — Self-care independence: dressing and hygiene Cooperates with dressing — 14m–18m — Self-care independence: dressing and hygiene Participates in hygiene routines — 15m–2.3y — Self-care independence: dressing and hygiene Helps manage clothing — 21m–3y — Self-care independence: dressing and hygiene Begins self-care independence — 22m–3y — Self-care independence: dressing and hygiene Washes and dries hands through the steps, prompted — 2y–3.5y — Self-care independence: dressing and hygiene Brushes teeth with help — 2.3y–4.5y — Self-care independence: dressing and hygiene Puts on clothes with limited help — 2.5y–3y — Self-care independence: dressing and hygiene Washes and dries hands independently — 2.5y–3.3y — Self-care independence: dressing and hygiene Puts shoes on, often the right feet — 2.5y–4y — Self-care independence: dressing and hygiene Unbuttons clothing — 2.7y–3.7y — Self-care independence: dressing and hygiene Puts on clothes independently — 2.7y–4.2y — Self-care independence: dressing and hygiene Brushes teeth themself, adult finishing — 3y–6y — Self-care independence: dressing and hygiene Buttons buttons — 4y–5y — Self-care independence: dressing and hygiene Dresses self independently — 4.2y–5y — Self-care independence: dressing and hygiene Stacks two blocks — 14m–18m — Block building and construction Builds a tower of four to six blocks — 16m–2.5y — Block building and construction Builds a small tower of three or more blocks — 19m–2.6y — Block building and construction Builds a tall tower of 6 or more blocks — 2.3y–3.2y — Block building and construction Builds block structures (vertical, walls, enclosures) — 2.5y–4.2y — Block building and construction Builds with non-block construction pieces — 2.5y–4.2y — Block building and construction Seeks help when danger is uncertain — 14m–3.7y — Following social rules and limits Adjusts to stated expectations — 2.5y–3.7y — Following social rules and limits Follows adult safety guidance — 2.5y–4y — Following social rules and limits Can tell adults when hungry or tired or when they want to rest or play. — 2.5y–4.2y — Following social rules and limits Observes the effects of activity on their bodies. — 2.5y–4.2y — Following social rules and limits Uses tools and equipment safely — 2.5y–4.2y — Following social rules and limits Changes behaviour across settings — 3y–4y — Following social rules and limits Expresses situation-appropriate emotions — 3y–5y — Following social rules and limits Independently manages dangers — 3.3y–5y — Following social rules and limits Recognizes healthy foods — 3.3y–5y — Following social rules and limits Shows understanding of how to transport and store equipment safely. — 3.3y–5y — Following social rules and limits Understands healthy daily habits — 3.3y–5y — Following social rules and limits Kicks while standing independently — 15m–2.3y — Ball skills: throwing, catching and kicking Kicks with hand support — 18m–2.2y — Ball skills: throwing, catching and kicking Basic directed throw — 18m–2.5y — Ball skills: throwing, catching and kicking Kicks a ball forward — 2.2y–3y — Ball skills: throwing, catching and kicking Catches a large thrown ball — 2.7y–3.8y — Ball skills: throwing, catching and kicking Tosses and catches own ball — 2.8y–3y — Ball skills: throwing, catching and kicking Kicks a moving ball — 3y–4y — Ball skills: throwing, catching and kicking Runs up and kicks — 3y–4y — Ball skills: throwing, catching and kicking Shows increasing control over an object in pushing, patting, throwing, catching or kicking it. — 3.3y–5y — Ball skills: throwing, catching and kicking Catches after a bounce — 4y–5y — Ball skills: throwing, catching and kicking Large-ball overhead throw — 4y–5y — Ball skills: throwing, catching and kicking Whole-body coordinated throw — 4y–5y — Ball skills: throwing, catching and kicking Expresses self through physical action and sound. — 16m–2.2y — Creative arts Captures experiences and responses with a range of media, such as music, dance and paint and other materials or words. — 2.5y–4.2y — Creative arts Developing preferences for forms of expression. — 2.5y–4.2y — Creative arts Sings to self and makes up simple songs. — 2.5y–4.2y — Creative arts Uses movement to express feelings. — 2.5y–4.2y — Creative arts Chooses particular colours to use for a purpose. — 3.3y–5y — Creative arts Create simple representations of events, people and objects. — 3.3y–5y — Creative arts Initiates new combinations of movement and gesture in order to express and respond to feelings, ideas and experiences. — 3.3y–5y — Creative arts Selects appropriate resources and adapts work where necessary. — 3.3y–5y — Creative arts Selects tools and techniques needed to shape, assemble and join materials they are using. — 3.3y–5y — Creative arts Uses simple tools and techniques competently and appropriately. — 3.3y–5y — Creative arts Copies household activities live — 16m–2y — Helping with household tasks Reenacts household routines in play — 16m–3y — Helping with household tasks Helps with simple household tasks — 18m–3y — Helping with household tasks Likes helping with tasks — 2.5y–3.5y — Helping with household tasks Jumps with both feet leaving the ground — 2y–2.8y — Jumping, hopping and skipping Standing broad jump — 2.8y–3y — Jumping, hopping and skipping Jumps down from a raised object — 3.2y–4.2y — Jumping, hopping and skipping Hops on one foot — 4y–5y — Jumping, hopping and skipping Skips with alternating feet — 4y–5y — Jumping, hopping and skipping Balances on one foot with help — 2.7y–3.5y — Balancing on one foot Balances on one foot unsupported — 2.8y–3y — Balancing on one foot Walks heel to toe — 2.8y–3y — Balancing on one foot Balances on one foot for two seconds — 3.5y–4.2y — Balancing on one foot Balance on one foot for five seconds — 4.6y–5y — Balancing on one foot The 34 universal pathways The pathways every child is expected to travel, wherever they are born. Open one to follow it on the chart above.
Attachment, secure base, and affection 0 mo–5 yr 16 milestones Counting and early number 0 mo–5 yr 9 milestones Emotional expression and self-regulation 0 mo–6 yr 14 milestones Expressive language: vocalization to sentences 0 mo–5 yr 25 milestones Fine-motor: grasp and manipulation 0 mo–5 yr 36 milestones Graphomotor: mark-making to drawing and writing 0 mo–5.3 yr 27 milestones Gross-motor locomotion: head control to running 0 mo–5 yr 39 milestones Object exploration and understanding 0 mo–5 yr 25 milestones Receptive language: hearing to comprehension 0 mo–5.6 yr 32 milestones Recognizing and responding to familiar people and voices 0–14 mo 4 milestones Self-feeding and drinking 0 mo–5.5 yr 17 milestones Sustained attention, concentration, and task persistence 0 mo–5 yr 10 milestones Visual attention and tracking 0–12 mo 8 milestones Empathy and concern for others 1 mo–5 yr 13 milestones Social smiling, laughter, and attention-seeking 1 mo–5 yr 12 milestones Body awareness and self-discovery 1.5 mo–2 yr 5 milestones Conversation and discourse: turn-taking to storytelling 2 mo–5 yr 33 milestones Sleep consolidation and settling 2 mo–6 yr 3 milestones Imitation and pretend play 4 mo–5 yr 19 milestones Literacy and book engagement 6 mo–6 yr 26 milestones Shared attention, gestures, and reciprocal games 6 mo–3.3 yr 7 milestones Music and rhythm 7 mo–5 yr 14 milestones Climbing and stair navigation 8 mo–5 yr 15 milestones Comparative and relational concepts 8 mo–5 yr 19 milestones Peer play and friendship 8 mo–6 yr 23 milestones Toileting, elimination awareness, and continence readiness 8 mo–5 yr 7 milestones Naming and labeling vocabulary 10 mo–6 yr 13 milestones Self-care independence: dressing and hygiene 1–6 yr 15 milestones Block building and construction 1.2–4.2 yr 6 milestones Following social rules and limits 1.2–5 yr 12 milestones Ball skills: throwing, catching and kicking 1.3–5 yr 12 milestones Helping with household tasks 1.3–3.5 yr 4 milestones Jumping, hopping and skipping 2–5 yr 5 milestones Balancing on one foot 2.7–5 yr 5 milestones
And 4 that go beyond it The pathways above are the floor — what every framework agrees a child should reach. These four are not. They are the ones families choose to add: making things, understanding the world, knowing where you come from, and meeting numbers early. A child who skips them is not behind. A child who takes them goes further.
Early maths environment (temporal routines + inquiry) 0 mo–5 yr 2 milestones Early science & world (residual) 0 mo–4.2 yr 6 milestones People, family & community (from Early science & world) 0 mo–4.2 yr 6 milestones Creative arts 1.3–5 yr 11 milestones
