Developmental Milestones Quiz
Questions: 15 · 10 minutes
1. Across home and other familiar settings, how closely does the child’s social interaction match the examples in the age-specific guide?
It generally matches the age-listed examples across settings.
It matches in some situations but is noticeably less consistent in others.
Several age-listed social behaviors are not yet observed in any familiar setting.
There has been a clear decline in social engagement or responsiveness.
2. Looking across play, imitation, and everyday independence, which description best fits the child’s recent development?
Skills are appearing or becoming more consistent in line with the age-specific examples.
Progress is present but slower or more uneven than expected.
Several expected skills have not appeared despite appropriate opportunities.
One or more established learning, play, or everyday skills have been lost.
3. At a familiar playground or play area, how does the child handle age-appropriate physical activities they have had chances to practice?
They participate at roughly the level described for their age.
They participate but need more time, support, or caution than expected.
They usually cannot complete several age-appropriate activities.
They now avoid or cannot do physical activities they previously managed.
4. Using an age-specific milestone guide, how does the child currently use the communication skill listed for their age, such as gestures, sounds, words, or short phrases?
They use the listed skill consistently in everyday situations.
They use it occasionally, but less consistently than the guide describes.
They have not yet used it despite regular opportunities.
They previously used this kind of communication but have stopped or clearly lost it.
5. During familiar interaction, how does the child share attention or interest in an age-expected way—for example, by looking back and forth, pointing, showing an object, smiling, or taking turns?
They regularly use the social behaviors expected for their age.
They show some of these behaviors, though less often than expected.
These behaviors are rarely or not yet observed during familiar interaction.
They previously showed these behaviors but have clearly stopped.
6. During a familiar routine such as dressing, eating, or tidying, how does the child take part relative to age expectations?
They complete or help with the age-listed parts of the routine.
They participate, but need somewhat more help than the guide suggests.
They do not yet take part in several expected parts despite opportunities and support.
They can no longer do routine steps they previously managed.
7. How does the child follow an age-appropriate familiar routine or simple direction when language, hearing, and the setting are suitable for them?
They usually follow it at the level expected for their age.
They often need repetition, gestures, or extra time.
They rarely follow familiar routines or directions even with suitable support.
They previously followed them but have clearly lost that ability.
8. How has the child’s overall movement pattern changed recently?
Skills are stable or gradually progressing without a notable loss.
Progress seems slower than expected, but established skills remain.
Movement has plateaued and multiple age-listed skills are not yet present.
An established movement skill has disappeared or physical ability has clearly declined.
9. When the child crawls, walks, reaches, or plays, what do you notice about use of the two sides of the body?
They use both sides in a way that fits the activity and their age.
They show a mild preference, but both sides participate effectively.
One side is used much less or movement appears persistently uneven.
There is new weakness, dragging, or a sudden major change on one side.
10. When given an age-appropriate toy or household object, how does the child explore or use it compared with the milestone guide?
They use or explore it in the age-expected way without unusual difficulty.
They reach the expected use after extra demonstration or practice.
They rarely show the listed way of exploring or using familiar objects.
They previously used familiar objects purposefully but no longer do so.
11. During play, how does the child use their hands for the age-listed skill, such as reaching, transferring objects, stacking, drawing, or using utensils?
They use their hands in the age-expected way during ordinary play.
They attempt the skill but find it harder or less consistent than expected.
They do not yet attempt or complete the listed hand skill.
They have lost a hand skill they previously used.
12. Suppose a desired toy is partly covered or slightly out of reach. How does the child approach this age-appropriate problem?
They try an age-expected strategy to find or obtain it.
They solve it after extra time, cues, or a demonstration.
They rarely attempt the kinds of simple solutions listed for their age.
They have stopped using problem-solving strategies they previously demonstrated.
13. Compared with the age-specific guide, how does the child manage the listed large-movement skill, such as head control, sitting, walking, running, or jumping?
They perform the age-listed skill reliably during normal activity.
They can perform it, but with less consistency or confidence than described.
They have not yet performed it despite safe opportunities to try.
They previously performed it but can no longer do so or have become markedly weaker.
14. Imagine the child wants help with a favorite toy or snack. How do they usually communicate that need?
They use an age-appropriate signal, gesture, sound, or word that others can usually understand.
They communicate the need, but their signal is often difficult to interpret.
They become upset or wait because they rarely use an understandable way to ask.
They once had an understandable way to ask but have lost it.
15. When you speak, call the child’s name, or draw attention to something nearby, what usually happens?
They respond in the age-expected way most of the time.
Their response is inconsistent, especially when distracted or tired.
They rarely respond even in a quiet, familiar setting.
They used to respond reliably but no longer do so.