1 to 3 Months

  • Watches face intently
  • Follows moving objects
  • Recognizes familiar objects and people at a distance
  • Starts using hands and eyes in coordination
Hearing and Speech
  • Smiles at the sound of voice
  • Cooing noises; Vocal play beings at 3 months
  • Attends to sound
  • Startles to loud noise
  • Quiets or smiles when spoken to
  • Seems to recognize your voice and quiets if crying
  • Increases or decreases sucking behavior in response to sound
  • Begins to imitate some sounds
  • Turns head toward direction of sound
  • Cries differently for different needs
  • Begins to develop a social smile
  • Enjoys playing with other people and may cry when playing stops
  • Becomes more communicative and expressive with face and body
  • Imitates some movements and facial expressions
Developmental Red Flags
  • Doesn't seem to respond to loud noises
  • Doesn't follow moving objects with eyes by 2-3 months
  • Doesn't smile at the sound of your voice by 2 months
  • Doesn't grasp and hold objects by 3 months
  • Doesn't smile at people by 3 months
  • Doesn't bring objects to her mouth by 4 months
  • Has trouble moving one or both eyes in all directions
  • Crosses her eyes most of the time

4 to 7 Months

  • Looks for toy beyond tracking range
  • Tracks moving objects with ease
  • Grasps objects dangling in front of him
  • Looks for fallen toys
  • Moves eyes in direction of sounds
  • Responds to changes in tone of your voice
  • Notices toys that make sounds
  • Pays attention to music
  • Enjoys social play
  • Interested in mirror images
  • Responds to other people's expression of emotion
Speech and Language
  • Distinguishes emotions by tone of voice
  • Babbling sounds more speech-like with many different sounds, including p, b, and m
  • Responds to sound by making sounds
  • Chuckles and laughs
  • Makes gurgling sounds when left alone and when playing with you
  • Uses voice to express joy and displeasure
  • Syllable repetition begins
  • Finds partially hidden objects
  • Explores with hands and mouth
  • Struggles to get objects that are out of reach
Developmental Red Flags
  • Shows no affection for the person who cares for him/her
  • Doesn't seem to enjoy being around people
  • One or both eyes consistently turn in or out
  • Does not respond to sounds around him
  • Has difficulty getting objects to her mouth
  • Doesn't turn his head to locate sound by 4 months
  • Doesn't roll over by 6 months
  • Cannot sit with help by 6 months
  • Doesn't laugh or make squealing sounds by 5 months
  • Doesn't actively reach for objects by 6 months
  • Doesn't follow objects with both eyes

8 to 12 Months

  • Enjoys games like peek-a-boo and pat-a-cake
  • Turns and looks in direction of sounds
  • Listens when spoken to
  • Recognizes words for common items like cup, shoe, book, or juice
  • Begins to respond to requests (ex: Come here or I want more)
  • Shy or anxious with strangers
  • Cries when mother or father leaves
  • Enjoys imitating people in his play
  • Shows specific preferences for certain people/toys
  • Prefers mother and/or regular care provider over all others
  • Repeats sounds or gestures for attention
  • Finger-feeds himself
  • Extends arm or leg to help when being dressed
Speech and Language 
  • Responds to simple verbal requests
  • Responds to ënoí
  • Makes simple gestures such as shaking head for no
  • Babbles with inflection
  • Uses speech or non-crying sounds to get and keep attention
  • Babbles ëdadaí and ëmamaí
  • Uses gesture s to communicate (waving, holding arms to be picked up)
  • Has one or two words around first birthday, although sounds may not be clear
  • Says ëdadaí and ëmamaí for specific person
  • Uses exclamations such as ëoh-ohí
  • Explores objects in many different ways (shaking, banging, throwing, dropping)
  • Finds hidden objects easily
  • Looks at correct picture when image is named
  • Imitates gestures
Developmental Red Flags
  • Does not search for objects that are hidden
  • Says no single words
  • Doesn't learn to use gestures such as waving or shaking head
  • Does not sit steadily by 10 months
  • Does not show interest in ëpeek a booí or ëpatty-cakeí by 8 months
  • Does not babble by 8 months

12 Months to 24 Months

  • Points to a few body parts when asked
  • Follows simple commands and understands simple questions
  • Listens to simple stories, songs, and rhymes
  • Points to pictures in a book when named
  • Imitates behaviors of others, especially adults and older children
  • Increasingly enthusiastic about company or other children
  • Demonstrates increasing independence
  • Episodes of separation anxiety toward midyear, then fades
  • More aware of herself/himself as separate from others
Speech and Language
  • Points to object or picture when its named for him/her
  • Recognizes names of familiar people objects, and body parts
  • Says several single words
  • Uses two word sentences
  • Says more words every month
  • Puts two words together (ìmore cookie,î ìno juiceî)
  • Uses many different consonant sounds at the beginning of words
  • Follows simple one step instructions
  • Repeats words overhead in conversations
  • Uses simple phrases
  • Finds objects even when hidden under 2 or 3 covers
  • Begins to sort shapes and colors
  • Begins make-believe play
Developmental Red Flags
  • Does not speak at least fifteen words by eighteen months
  • Does not use two word sentences by age two
  • By fifteen months, does not seem to know the function of common household objects (brush, telephone, bell, fork, spoon)
  • Does not imitate actions or words by 24 months
  • Does not follow simple one-step instructions by 24 months

24 Months to 36 Months

  • Understands differences in meaning (ìgo-stopî)
  • Follows two requests
  • Listens to and enjoys hearing stories for longer periods of time
  • By three, separates easily from parents
  • Expresses a wide range of emotions
  • Objects to major changes in routine
  • Imitates adults and playmates
  • Spontaneously shows affection for familiar playmates
  • Can take turns in games
  • Understands concepts of mine and his/hers
  • Expresses affection openly
Speech and Language
  • Recognizes and identifies almost all common objects and pictures
  • Has a word for almost everything
  • Uses k,g,f,t,d, and n sounds
  • Understands most sentences
  • Speech is understood by familiar listeners most of the time
  • Often asks for or directs attention to objects by naming them
  • Understands physical relationships (In, On, Under)
  • Can say name, age, and sex
  • Uses pronouns (I, You, Me, We, They)
  • Strangers can understand most of his/her words
  • Follows a two or three-part command
  • Uses 4-5 word sentences
  • Makes mechanical toys work
  • Matches an object in his hand or room to a picture in a book
  • Plays make believe with dolls, animals, and people
  • Sorts objects by color
  • Completes puzzles with three or four pieces
  • Understands concept of two
Developmental Red Flags
  • Persistent drooling or very unclear speech
  • Inability to communicate in short phrases 
  • No involvement in pretend play
  • Failure to understand simple instructions
  • Little interest in other children
  • Poor eye contact
  • Experiences a dramatic loss in skill he or she once had
  • Extreme difficulty separating from primary caregiver

3 Years to 4 Years

  • Hears when you call from another room
  • Hears television or radio at the same loudness level as other family members
  • Answers simple Who? What?  Where? and Why?  Questions 
Social/Emotional (By the End of Age 3)
  • Interested in new experiences
  • Cooperates/plays with other children
  • More inventive in fantasy play
  • More independent 
  • May have imaginary friends or see monsters
Speech and Language (By the End of 3 Years)
  • Understands the concept of same and different
  • Has mastered some basic rules of grammar
  • Speaks in sentences of five to six words
  • Asks questions
  • Speaks clearly enough for strangers to understand
  • Tells stories
  • Talks about activities at school or at friends homes
  • People outside of the family usually understand childs speech
  • Uses a lot of sentences that have 4 or more words
  • Usually talks easily without repeating syllables or words
Cognitive (By the End of 3 Years)
  • Correctly names some colors
  • Understands the concept of counting and may know a few numbers
  • Begins to have a clearer sense of time
  • Follows three part commands
  • Recalls parts of a story
  • Understands the concept of same/different
  • Engages in fantasy play
  • Understands causality 
Developmental Red Flags
  • Still clings or cries when parents leave him
  • Shows no interest in interactive games
  • Ignores other children
  • Does not respond to people outside the family
  • Does not engage in fantasy play
  • Lashes out without any self-control when angry or upset
  • Does not use sentences of more than three words
  • Does not use Me or You appropriately

4 to 5 Years

  • Pays attention to a short story and answers simple questions about them
  • Hears and understands most of what is said at home and in school
Social/Emotional (By the End of Age 4)
  • Wants to please and be with friends
  • More likely to agree to rules
  • Likes to sing, dance, and act
  • Shows more independence
Speech and Language (By the End of Age 4)
  • Recalls parts of a story
  • Speaks sentences of more than five words
  • Uses future tense
  • Tells longer stories
  • Says name and address
  • Uses sentences that give lots of details
  • Tells stories that stick to topic
  • Communicates easily with other children and adults
  • Says most sounds correctly except a few like l, s, r, v, z, ch, sh, th.
  • Says rhyming words
  • Names some letters and numbers
  • Uses the grammar as the rest of the family
Cognitive (By the End of Age 4)
  • Can count ten or more objects
  • Correctly names at least four colors
  • Better understands the concept of time
  • Knows about things used every day in the home (Money, Food, Etc.)
Developmental Red Flags
  • Exhibits extremely aggressive, fearful or timid behavior
  • Is unable to separate from parents
  • Is easily distracted and unable to concentrate  on any single activity for more than 5 minutes
  • Shows little interest in playing with other children
  • Refuses to respond to people in general
  • Rarely uses fantasy or imitation in play
  • Seems unhappy or sad much of the time
  • Avoids or seems aloof with other children and adults
  • Does not express a wide range of emotions
  • Cannot understand two part commands and prepositions (ex: ìput the cup on the tableî)
  • Cannot give his first and last name
  • Doesn't use plurals or past tense

Operating in Bayside in Queens County New York we offer and treat Speech Language Delays, Apraxia, Articulation / Phonology, Autism / PDD, Swallowing & Feeding Disorders, Traumatic Brain Disorders, Auditory Processing Disorders, Attention Deficit-Hyperactivity Disorder (ADHD / ADD), Social Skills, Hearing Impairments, Fluency, Selective Mutism, Reading Groups to the areas of Bayside, Whitestone, College Point, Corona, East Elmhurst, Flushing, Forest Hills, Fresh Meadows, Great Neck, Little Neck, Hillside, Jackson Heights, Long Island City, Malba, Rego Park and Woodside. Additionally we serve Nassau County and Suffolk County. Our web services are provided world wide.