Developmental Milestones

Age	Milestone (s)
4 months	Lift head and chests when place in prone Watches hands, put objects in mouth (sense of self) Recognize bottles & mother or other familiar faces (smile, reach, laugh, squirm) Start to recognize sounds and makes minimal verbal functions (gurgling, babbling, cooing)
8 months	Sit alone Assist into standing position by pulling on chair or crib Reach for objects and pick them up Crawling efforts Bangs toys together Pass objects from hand to hand Imitate arm movements (splashing, shaking rattle, crumpling paper) Feed self and munch instead of suck Imitate facial expressions and gestures (wave bye-bye) Frequent babbling w/ imitation of sounds (may say mama and dada but don’t know the meaing of words)
1 year	Crawl well and need support to walk Stand alone w/o support Open drawers and pull cords Touch objects frequently to explore them Put toys in and out of containers Drink from cup; use spoon Cooperative while being dressed Regularity of bowel and bladder control Enjoy audience and will repeat behaviors that others laugh at and draw attention through squealing or making noises Understand some commands Express choices about food and bedtime Meaningfully use some words (like mama and dada)
18 months	Walking and attempts to run Walk up stairs with holding hands Push large objects and pull toys Scribble with crayons Build blocks (usually only up to 3 or 4 blocks) Move objects from place to place Can imitate turning pages and other simple actions Hold own glasses with both hands Fasten zippers by self and remove socks and hates Toilet training – can tell parents when they are wet Play alone even though they enjoy having other children around 3-50 words referring to ppl, objects, activities Use babbling to have conversations with adults Understand commands (Give kisses; Do you want this?)
2 years	Walk and run well Balance briefly on one foot Throw ball in overhead Use stairs by self (one step at a time) String large beads Stack 6-7 blocks Explore texture and materials like sand, water, clay Imitate adults in cooking or cleaning Name common pictures Listen to and follow directions Assist in dressing by attempting to button clothes Wash hands Small glass can be held with one hand Typical daytime control of bowel and bladder movements but not nighttime Play alongside others More aware of feelings and reactions of adult – seek approval Show emotions Say no a lot 2 or 3 words together to express an idea (mama in there) 50+ words Repeat books over and over Identify common facial features ‘What’s this?’ in excess
3 years	Walk and run at steady gait Stop quickly Turn corners w/o falling Up and down stairs with alternating feet Ride tricycle Swing, climb, sliding Develop imagination (use objects in play to represent a variety of things) Imitate others’ activities Cut with scissors Controlled markings with crayons Help in dressing: put on items (pants/sweater); may be backwards or inside out Button and unbutton own clothes Begin to use fork Get own glass from faucet or pour liquid from a small pitcher Wash hands and face Use toilet; accidents are rare Eager to please adults Can be reasoned with Notice what other children are doing Start cooperation by taking turns Use sentences that are longer Plurals and personal pronouns are used
4 years	Running, skipping, jumping, stunts Race up and down stairs Carry liquid w/o spilling Even more creative and imaginative Use clay, sand, blocks, custumes Simple drawings Cut or trace along a line fairly well Assertive Dress self – buttons, zippers, put on shoes (no tying) Set table Can usually sleep through night w/o any toilet accidents Separation from parents – less cooperative with directions Prefer playing with children Talkative – ‘what’ ‘why’ ‘ how’ Name calling Brag and boast Tendency to misuse words Difficulty with grammer Tell stories
5 years	Activities tend to be more complicated and directed toward goals Roller skates, jump rope, skip More recognizable drawings Hide & seek, tag, hopscotch (more complex) Singing, dancing, music Dress and undress, help with tying shoes Cooperate with others Acknowledge rights of others and respond to adult supervision Conform to rules Enjoy family activities More complicated sentence structure and accurate More interested in books and words Count Colors Attempt at writing
6-8 years	Balances well Choose challenging activities (which may scare parents) that increase motor skills Active play (kickball, stunts) Interest in simple games (marbles, collecting items) Play with dolls Acts as animals or other people Go to bed alone Get up by self at night to go to the bathroom Go to school or friends’ homes alone Interested in social situations Play with peer group Use social skills Sensitive to reactions around them – especially parents React negatively to pressure or criticism Better pronunciation and grammer Put thoughts and feelings into words Begin to understand some jokes Develop reading and writing skills
9-11 years	Posture, balance, extreme motor skills End of games Separate gender groups More independent Wants to experience new things Focus on detail More peer oriented; friends very important Answer questions with insight Understand more abstract concepts

At this point, I really don't know how I'm going to remember most of these. I can get the up to the 2 year old b/c I have an example in my own life of about that age range. But after that, things just get tricky. It is important to note, however, that development is continuous. Also, a child may be progressing rapidly in one of the areas of development (Motor, Play, Adaption, Social, Language), and be slightly behind in another area.

Reference:
Zastrow, C.H. & Kirst-Ashman, K.K. (2004). Understanding Human Behavior. Thomson Learning, Inc., Belmont, CA. p. 59-65.

Erikson's Psychosocial Theory of Human Development

                Erikson developed a theory centered around stages of identity formation as it relates to sense of self that incorporates two possible outcomes. One outcome is positive which equals resolution of the stage and ability to move to next stage without confusion in stage. The other outcome is negative which create more conflict not only in unresolved stage, but each stage thereafter. Resolution of each stage does not have to be completed during the age range that the stage initially takes place. Resolution can take place at any time in a person’s life.

#	Stage	Age	Outcomes
1	Basic Trust Vs. Basic Mistrust	Birth – 2 yr	Positive outcome: confidence that basic needs and wants can be achieved creating healthy and social individual. Develops from consistent caretakers who provide warm and loving care and nourishment Negative outcome: withdrawal and when older, withdrawal from relationships, low-self-esteem, and depression; fear about inconsistencies and creates anxiety
2	Autonomy vs. Shame	Early childhood before social age when children play together cooperatively (approx 3 yrs)	Positive: Sense of self-control, self-worth, self-confidence, and autonomy – feel can choose freely among the options even when limits are set by authority (feed themselves, choose clothes to wear, use bathroom) Negative: Shame and failure  - developed from being criticized, restricted, or constantly punished creating self-doubt SWers: if not successful in this stage, client will lack self-confidence and not truly gain independence
3	Initiative vs. Guilt	Occurs until around age 5 Social or play age	+: child learns to take on various roles that can be cooperative or individual; learns that she has a purpose. Creates games, start play with others. Active imaginations and are eager to learn -: constant frustration and lack of being able to express oneself creates guilt or inhibition – develops with criticism and control during this stage SWers: ppl who tend to follow others more due to lack of belief in their own ideas may have unresolved issues in this stage
4	Industry vs. Inferiority	6-12 (or 6- puberty)	+: able to show ability to work with a group to produce work that is meaningful; pride in accomplishments – mastering school work -: feeling of inferiority or doubt in abilities and inhibits creative output (thought or action) – develops from lack of success in school or with peer group
5	Identity vs. Identity diffusion (crisis) (or Identity vs. Role confusion)	12-22 (adolescence)	+: strength of identity including personal identity, autonomy from parents, acceptance of sexual preference, and commitment to a career built from exploration of possibilities -: insecure and cannot accept other roles or values that are new - may have conflicting roles that they are unable to integrate together SWers: must deal with how adolescent minds see the world as confronting them
6	Intimacy vs. isolation	22-34 (young adulthood)	+: friendships and love and handle co-operative and competitive nature of both – depends on social skills and availability of love and meaningful work in society; ability to share w/o sacrificing self identity -: person shuts out others and creates a situation of isolation or exclusivity. Isolation and lack of intimacy may develop due to lack of resolution of an earlier stage
7	Generativity vs. Self-absorption (or Generativity vs. Stagnation)	34-60 (middle adulthood)	+: Focused on creativity and impacting the next generation either through having their own kids or guiding children in some way. This stage can also be fulfilled by enjoying career and hobbies and helping in the community -: perceived inability to take care of others. May result in a mid-life crisis. Also, if one lacks generativity, they become self-absorbed and focuses on own concerns which results in lack of progress and productivity (stagnation) SWers: help clients focus on alternative creative options for nurturing others in the community
8	Integrity vs Disgust and despair	60-Death	Psychosocial crisis: ability of person to age while dealing with impending death +: clients feels they have led a full and happy life with little regrets. Able to see whole picture of past, present, and future of their life and accept it -: afraid of death and concentrated on the past and mistakes made resulting in the desire to go back and fix it. Lack of spiritual wholeness and lack of ability to see meaning to life

There are some sources that have different age ranges for the stages but it’s important to note that any client could be in any stage. Additionally, they may have the negative impact of one stage prior to where they are at which is negatively impacting their development in the current stage. After intensive assessment and evaluation, a therapist/Social worker would be able to asses which stages are unresolved in order to figure out what the client needs for the work stage. 

References:

Psychology 101. (2002). Erikson’s Stages of Psychosocial Development. Retrieved from http://allpsych.com/psychology101/social_development.html on January 7, 2013.

Zastrow, C.H. & Kirst-Ashman, K.K. (2004). Understanding Human Behavior. Thomson Learning, Inc., Belmont, CA. p. 254-255.