Physical:

• Walking, crawling, rolling over onto back, holding head up

Motor:

• Waving, kicking, grasping objects

Perceptual:

• Vision, hearing, smell, taste

Cognitive:

• Object-permanence, problem-solving

Speech & Language:

• Cooing, babbling, crying, first words

Affective:

• Emotional expression, forming attachments, recognizing and responding to others' emotions

Physical:

• Increase in weight, weight, strength, and body proportions

Motor:

• Walking & running. learning to jump

Perceptual:

• Able to interpret and understand sensory information to make sense of their environment

Cognitive:

• Learning, thinking, problem-solving

Speech & Language:

• Early language skills; able to say more words and starting to put words together to form a sentence

Affective:

• Express & manage their emotions, developing a sense of self and relationships

Physical

• Preschool: Running, jumping, drawing

• School age: Balance, coordination, strength

Motor:

• Preschool: Balancing, cutting, using utensils

• School age: Riding a bike, throwing and catching, swimming

Perceptual:

• Preschool: Uses their sense to understand and interact with the world; body awareness & spatial skills

• School age: Refined senses in sight, smell and taste

Cognitive:

• Preschool: Increase in problem-solving, memory, and language development

• School age: Developing concrete operational thoughts, understanding concepts like past, present, and future.

Speech & Language:

• Preschool: Able to follow directions, tell a story, and use longer sentences.

• School age: Complex sentence structures, improved conversational skills, improved vocabulary skills.

Affective:

• Preschool: Developing attitudes; fostering socials skills such as empathy and self-expression

• School age: Understanding and control of emotions, become more of social norms and rules, improved social skills.

Physical:

• difficulty lifting head, stiff or floppy limbs, delays in reaching developmental milestones such as rolling, sitting, or crawling.

Motor:

• Inability to sit unsupported by 7 months, delayed rolling over by 5 months, and persistent head lag

Perceptual:

• Difficulty responding to sounds or visual stimuli, poor eye contact, usual reactions to sensory experiences like touch or movement

Cognitive:

• Not tracking objects with eyes, not responding to sounds, and not showing interest in games

Speech & Language:

• No babbling by 9 months, no pointing or gesturing by 12 months, and limited or absent facial expressions

Affective:

• Lack of social engagement, showing no affection, excessive clinginess or anxiety

Physical:

• Delays in walking and difficulties with balance, coordination, or muscle tone

Motor:

• Excessive falling, walking on tiptoes, difficulty jumping or hopping, not running

Perceptual:

• Difficulty with dressing, eating, or brushing teeth; clumsiness; and sensitivity to certain textures or sounds

Cognitive:

• Not using two-word phrases, difficulty following simple instructions, and a lack of interest in toys or other children.

Speech & Language:

• No first words by 15 months, no two-word phrases by 24 months, difficulty understanding or being understood, any regression in language skills

Affective:

• Frequent and intense tantrums, persistent sadness, excessive clinginess, difficulty with transitions, and changes in sleep or appetite

Physical:

• Preschool: Difficulties with jumping, riding a tricycle, scribbling or stacking blocks

• School age: Persistent clumsiness, sensory sensitivities, diffuclty with tasks requiring coordination or focus.

Motor:

• Preschool: Excessive falling, difficulty holding a crayon or cutting, delays in running, jumping, or climbing stairs

• School age: Difficulties with writing, buttoning, or cutting as well as riding a bike or playing sports

Perceptual:

• Preschool: Clumsiness, sensory sensitivities, challenges with motor planning or sensory integration

• School age: Difficulties with visual-spatial processing, sensory processing, and fine and gross motor skills

Cognitive:

• Preschool: Difficulties with language, memory, problem-solving, and following instructions. Issues with attention, concentration, and understanding concepts.

• School age: Difficulties with fine motor skills, language comprehension, problem-solving, attention, memory, and social skills

Speech and Language:

• Preschool: Limited vocabulary, difficulty understanding or expressing simple requests, regression in previously acquired skills.

• School age: Difficulties with complex sentences, struggles with certain consonant sounds or phonemes.

Affective:

• Preschool: presistent sadness, frequent tantrums, changes in social behavior, difficulty with emotional regulation or expressing emotions.

• School age: Unusual fears or worries, withdrawal from activities, difficulties with concentration or organization.

Physical:

• Encourage movement through activities like tummy time, reaching for toys, and engaging in games that involve body movement.

Motor:

• Support fine motor skills by diapering, feeding, and playtime with various toys. Place toys out of reach to encourage reaching and crawling.

Perceptual:

• Provide a stimulating environment, engage in interactive play, and be sensitive to their individual sensory preferences.

Cognitive:

• Engage in activities like talking, reading, singing, and playing with them.

Speech & Language:

• Engage in frequent, interactive communication, using a variety of sounds, words, and gestures. Encourage early language skills through activities like reading, singing, and talking about daily routines.

Affective:

• Gentle interactions, responsive caregiving, and creating a secure and loving environment.

Physical:

• Provide opportunities for movement, engaging in active play, and creating a safe and stimulating environment that encourages exploration and physical activitiy.

Motor:

• Supervised playtime, safe spaces for exploration, and engage in age-appropriate activities like climbing, playing with push and pull toys, and fine motor activities.

Perceptual:

• Create engaging environments and activities that encourage exploration and sensory experiences. Focus on activities that promote visual, auditory, and tactile perception.

Cognitive:

• Engage in play-based learning, encourage problem-solving and exploration, read together, and foster creative play.

Speech & Language:

• Engage in frequent, meaningful interactions, use simple language, read aloud, encourage imitation, and create a language-rich environment.

Affective:

• Create a nurturing and responsive environment, validate their emotions and help them express their feelings in age-appropriate ways, and fostering a sense of security and encouraging emotional regulation.

Physical:

• Preschool: Encourage active play, model an active lifestyle, provide opportunities for various activities, and create engaging environments.

• School age: Encourage physical activity, gross motor skills through play, and model a healthy, active lifestyle

Motor:

• Preschool: Encourage gross motor activities like playground play, obstacle courses, and games like tag or Simon Says, while also providing opportunities for fine motor activities like drawing, puzzles, and crafts.

• School age: Structured and unstructured play, providing opportunities for movement, and engaging in age-appropriate activities

Perceptual:

• Preschool: Create engaging environments, incorporate visual perceptual activities like puzzles and matching games, and provide opportunities for gross motor activities that enhance spatial awareness.

• School age: Encourage active learning, provide opportunities for physical activity, and facilitate activities that promote visual discrimination and spatial reasoning, such as puzzles, mazes, and copying activities

Cognitive:

• Preschool: Engage in activities like reading, storytelling, playing games, and encouraging exploration, while also providing a stimulating and supportive environment that fosters learning and curiosity.

• School age: Engage in activities like reading aloud, encouraging exploration, and providing opportunities for problem-solving and creative play, while also fostering language skills through conversations and interactive games.

Speech & Language:

• Preschool: Model clear, simple language, engage in frequent conversations, read together, and use everyday activities as opportunities for language practice, while also seeking professional guidance from a speech-language pathologist if needed

• School age: Engage in activities like reading aloud, using clear language, and encouraging conversation, while also seeking professional help when needed

Affective:

• Preschool: Building trusting and nurturing relationships through consistent warmth, affection, and responsive interactions, while also modeling appropriate emotional regulation and social skills

• School age: Understanding and validating their emotions, providing a safe and nurturing environment, and helping them develop social skills and emotional regulation, while also encouraging their independence and exploration

Physical:

• Arnold Gesell's maturation theory focuses on the physical and mental development of infants, suggesting a natural, predetermined sequence of development.

Motor:

• Jean Piaget's sensorimotor stage suggests that infants are only aware of what is right in front of them. They learn through their senses and motor skills such as rolling over, sitting up, and lifting their head.

Perceptual:

• Jean Piaget's stages of cognitive development also include perceptual development as well. He stated that infants experience object permanence, where infants understand that objects continue to exist even when out of sight.

Cognitive:

• Jean Piaget believed there are multiple stages of cognitive development. This theory highlights how infants' interactions with their environment shape their understanding of the world.

Speech & Language:

• B.F. Skinner emphasized the role of environmental factors and reinforcement in shaping language. He believed that language development is a learned behavior, where children imitate langauge and are rewarded for successful utterances.

Affective:

• Erik Erikson's theory of psychosocial development outlines stages where individuals face specific crises, and in infancy, the primary task is to develop a sense of trust or mistrust based on the consistency and responsiveness of caregivers.

Physical:

• Arnold Gesell's theory is based on extensive observations of children's physical development. He proposed that children progress through a predictable sequence of milestones, such as sitting up, rolling over, crawling, and walking, at specific ages, but that each child develops at their own rate.

Motor:

• The Maturation Perspective is a theory that emphasizes the role of the brain's maturation in motor development, suggesting that motor skills emerge as the brain's nervous system develops.

Perceptual:

• David Elkind's work did not focus solely on perceptual development, but he did highlight the importance of understand the child's perspective, which is crucial for interpreting their sensory experiences.

Cognitive:

• Vygotsky's Zone of Proximal Development refers to the gap between what a child can do independently and what they can achieve with guidance from a more knowledgeable individual. This theory highlights the importance of social interaction and scaffolding in learning.

Speech & Language:

• Noam Chomsky's nativist theory proposes that children are born with an innate ability to learn language, called the Language Acquisition Device (LAD). This device allows them to quickly and easily learn the grammatical rules of their language

Affective:

• John Bowlby's Attachment Theory emphasizes the importance of early caregiver-child relationships in shaping emotional development. He proposed that secure attachments, formed through consistent and responsive caregiving, are crucial for a toddler's emotional well-being and social development. 

Physical:

• Arnold Gesell's theory of physical development is based on the idea that children go through similar and predictable sequences of development, but each child moves through these sequences at their own pace. He established normative trends for four areas of growth and development: motor, cognitive, language, and personal-social behavior. 

Motor:

• Arnold Gesell focused on the biological aspects of motor development, arguing that motor skills develop in a predictable sequence as the nervous system matures. He developed age-related milestones that are still used today to assess children's developmental progress

Perceptual:

• Jean Piaget's theory of cognitive development recognizes children 4-8 as being in the pre-operational stage. Piaget identifies this stage as a time of symbolic thinking, where children can represent objects and ideas through images and words. 

Cognitive:

• Jean Piaget's theory of cognitive development has children aged 2-7 in the pre-operational stage and children 7-11 in the concrete operational stage. In the pre-operational stage, children develop symbolic thinking and language, allowing them to represent objects and events mentally. They are egocentric, meaning they struggle to see things from other people's perspectives. In the concrete operational stage, children begin to think logically about concrete objects and events. They can understand conservation and solve problems using logical reasoning.

Speech & Language:

• Jean Piaget's theory, rooted in cognitive constructivism, emphasizes the connection between cognitive development and language. He proposed that language acquisition is linked to broader cognitive stages. For example, in the preoperational stage (ages 4-7), children are developing language to express themselves and make inferences, but struggle with abstract concepts and perspective-taking

Affective:

• Erik Erikson's theory focuses on psychosocial development, highlighting the importance of social interactions and relationships in shaping a child's personality. During the ages of 4-8, children are in the "initiative vs. guilt" stage, where they are exploring their environment, developing independence, and learning about the world