Child Development Assessment – Developmental Milestones and Denver Developmental Screening Test – Doctor Guidelines (2022)

The most widely used tool for screening proper development in a child for a long time was theDenver Developmental Screening Test (Denver scale), which suggests milestones according to the age. Even today the tool is used in many countries. However, it is a rather old tool and it is important to remember that these are just screening tests. If any problem is encountered, further evaluation is necessary, with many validated tests out in the market. In any case, youcan find the Denver table below, as well as the CDC milestones that are somewhat similar (if you want, click in one of the links to go straight to the desired age: 2 months, 4 months, 6 months, 9 months, 1 year, 18 months, 2 years, 3 years, 4 years or 5 years).

CDC MILESTONES:

2 MONTHS

Social and Emotional
Begins to smile at people
Can briefly calm himself (may bring hands to mouth and suck on hand)
Tries to look at parent

Language/Communication
Coos, makes gurgling sounds
Turns head toward sounds
Baby raising head and chest when lying on stomach

Cognitive (learning, thinking, problem-solving)
Pays attention to faces
Begins to follow things with eyes and recognize people at a distance
Begins to act bored (cries, fussy) if activity doesn’t change

Movement/Physical Development
Can hold head up and begins to push up when lying on tummy
Makes smoother movements with arms and legs

4 MONTHS

Social and Emotional
Smiles spontaneously, especially at people
Likes to play with people and might cry when playing stops
Copies some movements and facial expressions, like smiling or frowning

Language/Communication
Begins to babble
Babbles with expression and copies sounds he hears
Cries in different ways to show hunger, pain, or being tiredbaby on floor with toy

Cognitive (learning, thinking, problem-solving)
Lets you know if she is happy or sad
Responds to affection
Reaches for toy with one hand
Uses hands and eyes together, such as seeing a toy and reaching for it
Follows moving things with eyes from side to side
Watches faces closely
Recognizes familiar people and things at a distance

Movement/Physical Development
Holds head steady, unsupported
Pushes down on legs when feet are on a hard surface
May be able to roll over from tummy to back
Can hold a toy and shake it and swing at dangling toys
Brings hands to mouth
When lying on stomach, pushes up to elbows

(Video) "Developmental Milestones" by Dr. Holly Hodges and Dr. Bianca Shagrin

6 MONTHS

Social and Emotional
Knows familiar faces and begins to know if someone is a stranger
Likes to play with others, especially parents
Responds to other people’s emotions and often seems happy
Likes to look at self in a mirror

Language/Communication
Responds to sounds by making sounds
Strings vowels together when babbling (“ah,” “eh,” “oh”) and likes taking turns with parent while making sounds
Responds to own name
Makes sounds to show joy and displeasure
Begins to say consonant sounds (jabbering with “m,” “b”)mother enjoying 7 month old infant

Cognitive (learning, thinking, problem-solving)
Looks around at things nearby
Brings things to mouth
Shows curiosity about things and tries to get things that are out of reach
Begins to pass things from one hand to the other

Movement/Physical Development
Rolls over in both directions (front to back, back to front)
Begins to sit without support
When standing, supports weight on legs and might bounce
Rocks back and forth, sometimes crawling backward before moving forward

9 MONTHS

Social and Emotional
May be afraid of strangers
May be clingy with familiar adults
Has favorite toys

Language/Communication
Understands “no”
Makes a lot of different sounds like “mamamama” and “bababababa”
Copies sounds and gestures of others
Uses fingers to point at things
Doctor holding little boy

Cognitive (learning, thinking, problem-solving)
Watches the path of something as it falls
Looks for things he sees you hide
Plays peek-a-boo
Puts things in her mouth
Moves things smoothly from one hand to the other
Picks up things like cereal o’s between thumb and index finger

Movement/Physical Development
Stands, holding on
Can get into sitting position
Sits without support
Pulls to stand
Crawls

1 YEAR

(Video) Infant Developmental Milestones Mnemonic Pediatric Nursing NCLEX Review

Social and Emotional
Is shy or nervous with strangers
Cries when mom or dad leaves
Has favorite things and people
Shows fear in some situations
Hands you a book when he wants to hear a story
Repeats sounds or actions to get attention
Puts out arm or leg to help with dressing
Plays games such as “peek-a-boo” and “pat-a-cake”

Language/Communication
Responds to simple spoken requests
Uses simple gestures, like shaking head “no” or waving “bye-bye”
Makes sounds with changes in tone (sounds more like speech)
Says “mama” and “dada” and exclamations like “uh-oh!”
Tries to say words you say
Toddler sitting with mom playing xylophone

Cognitive (learning, thinking, problem-solving)
Explores things in different ways, like shaking, banging, throwing
Finds hidden things easily
Looks at the right picture or thing when it’s named
Copies gestures
Starts to use things correctly; for example, drinks from a cup, brushes hair
Bangs two things together
Puts things in a container, takes things out of a container
Lets things go without help
Pokes with index (pointer) finger
Follows simple directions like “pick up the toy”

Movement/Physical Development
Gets to a sitting position without help
Pulls up to stand, walks holding on to furniture (“cruising”)
May take a few steps without holding on
May stand alone

18 MONTHS

Social and Emotional
Likes to hand things to others as play
May have temper tantrums
May be afraid of strangers
Shows affection to familiar people
Plays simple pretend, such as feeding a doll
May cling to caregivers in new situations
Points to show others something interesting
Explores alone but with parent close by
Toddler eating you from a blue bowl

Language/Communication
Says several single words
Says and shakes head “no”
Points to show someone what he wants

Cognitive (learning, thinking, problem-solving)
Knows what ordinary things are for; for example, telephone, brush, spoon
Points to get the attention of others
Shows interest in a doll or stuffed animal by pretending to feed
Points to one body part
Scribbles on his own
Can follow 1-step verbal commands without any gestures; for example, sits when you say “sit down”

Movement/Physical Development
Walks alone
May walk up steps and run
Pulls toys while walking
Can help undress herself
Drinks from a cup
Eats with a spoon

2 YEARS

Social and Emotional
Copies others, especially adults and older children
Gets excited when with other children
Shows more and more independence
Shows defiant behavior (doing what he has been told not to)
Plays mainly beside other children, but is beginning to include other children, such as in chase games

(Video) Developmental Screening Information

Language/Communication
Points to things or pictures when they are named
Knows names of familiar people and body parts
Says sentences with 2 to 4 words
Follows simple instructions
Repeats words overheard in conversation
Points to things in a book
2 year old playing with big ball

Cognitive (learning, thinking, problem-solving)
Finds things even when hidden under two or three covers
Begins to sort shapes and colors
Completes sentences and rhymes in familiar books
Plays simple make-believe games
Builds towers of 4 or more blocks
Might use one hand more than the other
Follows two-step instructions such as “Pick up your shoes and put them in the closet.”
Names items in a picture book such as a cat, bird, or dog

Movement/Physical Development
Stands on tiptoe
Kicks a ball
Begins to run
Climbs onto and down from furniture without help
Walks up and down stairs holding on
Throws ball overhand
Makes or copies straight lines and circles

3 YEARS

Social and Emotional
Copies adults and friends
Shows affection for friends without prompting
Takes turns in games
Shows concern for crying friend
Understands the idea of “mine” and “his” or “hers”
Shows a wide range of emotions
Separates easily from mom and dad
May get upset with major changes in routine
Dresses and undresses self
Toddler hugging doll

Language/Communication
Follows instructions with 2 or 3 steps
Can name most familiar things
Understands words like “in,” “on,” and “under”
Says first name, age, and sex
Names a friend
Says words like “I,” “me,” “we,” and “you” and some plurals (cars, dogs, cats)
Talks well enough for strangers to understand most of the time
Carries on a conversation using 2 to 3 sentences

Cognitive (learning, thinking, problem-solving)
Can work toys with buttons, levers, and moving parts
Plays make-believe with dolls, animals, and people
Does puzzles with 3 or 4 pieces
Understands what “two” means
Copies a circle with pencil or crayon
Turns book pages one at a time
Builds towers of more than 6 blocks
Screws and unscrews jar lids or turns door handle

Movement/Physical Development
Climbs well
Runs easily
Pedals a tricycle (3-wheel bike)
Walks up and down stairs, one foot on each step

4 YEARS

Social and Emotional
Enjoys doing new things
Plays “Mom” and “Dad”
Is more and more creative with make-believe play
Would rather play with other children than by himself
Cooperates with other children
Often can’t tell what’s real and what’s make-believe
Talks about what she likes and what she is interested in

Language/Communication
Knows some basic rules of grammar, such as correctly using “he” and “she”
Sings a song or says a poem from memory such as the “Itsy Bitsy Spider” or the “Wheels on the Bus”
Tells stories
Can say first and last name
Child throwing ball

(Video) developmental screening

Cognitive (learning, thinking, problem-solving)
Names some colors and some numbers
Understands the idea of counting
Starts to understand time
Remembers parts of a story
Understands the idea of “same” and “different”
Draws a person with 2 to 4 body parts
Uses scissors
Starts to copy some capital letters
Plays board or card games
Tells you what he thinks is going to happen next in a book

Movement/Physical Development
Hops and stands on one foot up to 2 seconds
Catches a bounced ball most of the time
Pours, cuts with supervision, and mashes own food

5 YEARS

Social and Emotional
Wants to please friends
Wants to be like friends
More likely to agree with rules
Likes to sing, dance, and act
Shows concern and sympathy for others
Is aware of gender
Can tell what’s real and what’s make-believe
Shows more independence (for example, may visit a next-door neighbor by himself [adult supervision is still needed])
Is sometimes demanding and sometimes very cooperative
5 year old playing guitar

Language/Communication
Speaks very clearly
Tells a simple story using full sentences
Uses future tense; for example, “Grandma will be here.”
Says name and address

Cognitive (learning, thinking, problem-solving)
Counts 10 or more things
Can draw a person with at least 6 body parts
Can print some letters or numbers
Copies a triangle and other geometric shapes
Knows about things used every day, like money and food

Movement/Physical Development
Stands on one foot for 10 seconds or longer
Hops; may be able to skip
Can do a somersault
Uses a fork and spoon and sometimes a table knife
Can use the toilet on her own
Swings and climbs

DENVER II SCALE:

REFERENCES & FURTHER READING:

(Video) Denver Developmental Screening | An introduction

  1. CDC/National Center on Birth Defects and Developmental Disabilities (NCBDDD) Milestones. Page last updated: May 10, 2016.
  2. Denver II Scale
  3. Adaptation and standardization of a Western tool for assessing child development in non-Western low-income context. Abessa TG et al. BMC Public Health. 2016 Jul 28;16(1):652.
  4. Freely Available Developmental and Behavioral Screening and Assessment Tools. American Academy of Pediatrics.

FAQs

What does the Denver Developmental Screening Test? ›

The Denver Developmental Screening Test (DDST) was devised to provide a simple method of screening for evidences of slow development in infants and preschool children. The test covers four functions: gross motor, language, fine motor-adaptive, and personal-social.

When should the Denver II developmental screening test be administered? ›

As of 2021, the American Academy of Pediatrics (AAP) recommends developmental and behavioral screening for all children during regular well-child visits at 9, 18, and 30 months of age. The AAP also recommends screening children for autism spectrum disorder during well-child visits at 18 and 24 months of age.

How do I fill out a Denver chart? ›

Denver II Overview for Nursing Students - YouTube

What are the four subdivisions of the Denver Developmental Screening Test? ›

The Denver Developmental Screening Test II (DDST) is used to screen children's development. Four areas (fine motor, gross motor, personal-social, and language) of functioning were assessed. It consists of 125 items, and the development of a child is measured based on these 125 items.

Is the Denver developmental screening test still used? ›

The most widely used tool for screening proper development in a child for a long time was the Denver Developmental Screening Test (Denver scale), which suggests milestones according to the age. Even today the tool is used in many countries.

What is the purpose of the DDST? ›

Abstract. The Denver Developmental Screening Test (DDST) was initially developed specifically to identify children with mental retardation. However, its use in screening low birth weight and other biologically at-risk infants for motor problems is widespread.

What is the ASQ 3 developmental screening? ›

Meet ASQ-3.

The Ages & Stages Questionnaires®, Third Edition (ASQ®-3) is a developmental screening tool that pinpoints developmental progress in children between the ages of one month to 5 ½ years.

What is the Denver Developmental Screening Test II Ddst II? ›

DDST-II is a formal developmental screening tool that assesses children from birth to 6 years of age. First it was standardized on 1036 children (543 boys and 493 girls) from 2 weeks old to 6/4 years of age in Denver, Colorado as DDST[8].

What is the sensitivity and specificity of the Ddst? ›

Compared with SELSI, the sensitivity of DDST II language sector (DLS) was high, 93.3%, and the specificity was as low as 60.0%.

What can I expect at a developmental evaluation? ›

Developmental Evaluation

The specialist may observe the child, give the child a structured test, ask the parents or caregivers questions, or ask them to fill out questionnaires. The results of this formal evaluation determines whether a child needs special treatments or early intervention services or both.

What is an example of a developmental assessment? ›

Example: one could administer a test at the beginning of a class, then ask the same students to take the same test at the end of a class. By comparing students' performances on the pre- and post-tests, an instructor could determine students' levels of development.

How do you test for developmental delay? ›

Chromosomal microarray (CMA) is the recommended first-tier diagnostic test for patients with developmental delay (DD), intellectual disability (ID), or autism spectrum disorders (ASDs) of unknown etiology.

What does the Denver 2 measure? ›

Type of Measure: The DENVER II is a measure of developmental problems in young children. It was designed to assess child performance on various age-appropriate tasks and compares a given child's performance to the performance of other children the same age.

What is the Denver Developmental Screening Test II Ddst II? ›

DDST-II is a formal developmental screening tool that assesses children from birth to 6 years of age. First it was standardized on 1036 children (543 boys and 493 girls) from 2 weeks old to 6/4 years of age in Denver, Colorado as DDST[8].

What is the ASQ 3 developmental screening? ›

Meet ASQ-3.

The Ages & Stages Questionnaires®, Third Edition (ASQ®-3) is a developmental screening tool that pinpoints developmental progress in children between the ages of one month to 5 ½ years.

What is the sensitivity and specificity of the Ddst? ›

Compared with SELSI, the sensitivity of DDST II language sector (DLS) was high, 93.3%, and the specificity was as low as 60.0%.

Learn about developmental monitoring and screening.

Developmental monitoring observes how your child grows and changes over time and whether your child meets the typical developmental milestones in playing, learning, speaking, behaving, and moving.. The tools used for developmental and behavioral screening are formal questionnaires or checklists based on research that ask questions about a child’s development, including language, movement, thinking, behavior, and emotions.. Developmental screening is more formal than developmental monitoring and normally done less often than developmental monitoring.. If a child has an existing long-lasting health problem or a diagnosed condition, the child should have developmental monitoring and screening in all areas of development, just like those without special healthcare needs.. If your child’s healthcare provider does not periodically check your child with a developmental screening test, you can ask that it be done.. This formal evaluation is a more in-depth look at a child’s development, usually done by a trained specialist, such as a developmental pediatrician, child psychologist, speech-language pathologist, occupational therapist, or other specialist.. celebrate your child’s development talk about your child’s progress with doctors and childcare providers learn what to expect next identify any concerns early. IDEA says that children younger than 3 years of age who are at risk of having developmental delays might be eligible for early intervention treatment services even if the child has not received a formal diagnosis.. Act Early.” This campaign educates parents about childhood development, including early warning signs of autism and other developmental disorders, and encourages developmental screening and intervention.. is a coordinated federal effort to encourage healthy child development, universal developmental and behavioral screening for children, and support for the families and providers who care for them.. Promoting optimal development: Identifying infants and young children with developmental disorders through developmental surveillance and screening.

Healthcare providers play a critical role in monitoring children’s growth and development and identifying problems as early as possible.

Developmental monitoring, also called developmental surveillance, is the process of recognizing children who might be at risk for developmental delays.. If concerns are identified through developmental monitoring, they should be addressed promptly with validated screening tools to identify and refine any risk or concern that has been noticed.. Developmental screening is more in-depth than monitoring and may identify children with a developmental risk that was not identified during developmental monitoring.. Evidence-based screening tools that include reports from parents and early childhood professionals can help parents and healthcare professionals talk about the child’s development in a systematic way.. A number of good screening tools designed for a variety of settings, ages, and purposes are available (e.g., Ages and Stages Questionnaire, 3rd edition, Parents’ Evaluation of Developmental Status with Developmental Milestones, and Child Development Inventory).. If the screening test identifies a potential developmental problem, further developmental and medical evaluation is needed.. Parents who are aware of developmental milestones can observe their child and inform their healthcare provider about any concerns they may have about their child’s development.. Promoting optimal development: Identifying infants and young children with developmental disorders through developmental surveillance and screening.

Developmental and behavioral screening tests look at how a child is developing. If a child is developing more slowly than other children of the same age, it may indicate a development disability. Early treatment for these disabilities can have a big impact on a child's life. Learn more.

Developmental and behavioral screening tests look at how a child is developing.. Developmental milestones are skills and behaviors that show up in babies and children at certain ages as they grow.. If the screening shows your child is developing at a slower rate, it may be a sign of a developmental disability .. Developmental and behavioral screening tests don't diagnose these conditions.. Other names: Ages and Stages Questionnaire, Parents' Evaluation of Developmental Status (PEDS), Modified Checklist for Autism in Toddlers (M-CHAT), Child Development Inventories (CDI)

Videos

1. Developmental Screening: Parents, Do You Know the Milestones? (ENGLISH)
(DelawareThrives)
2. DEVELOPMENTAL MILESTONES VIDEO OF 3 YEARS OLD CHILD
(AinJulaikhaa)
3. What Is The Definition Of Denver Developmental Screening Test - Medical Dictionary Free Online
(Medical Dictionary Online)
4. Developmental Screening
(getmovingtv)
5. Importance of developmental screenings?
(Start at Zero)
6. YouTube DENVER DEVELOPMENTAL SCREENING TEST II
(مركز الرحمه للعلاج الطبيعى المكثف للاطفال)

You might also like

Latest Posts

Article information

Author: Aron Pacocha

Last Updated: 08/07/2022

Views: 5321

Rating: 4.8 / 5 (48 voted)

Reviews: 95% of readers found this page helpful

Author information

Name: Aron Pacocha

Birthday: 1999-08-12

Address: 3808 Moen Corner, Gorczanyport, FL 67364-2074

Phone: +393457723392

Job: Retail Consultant

Hobby: Jewelry making, Cooking, Gaming, Reading, Juggling, Cabaret, Origami

Introduction: My name is Aron Pacocha, I am a happy, tasty, innocent, proud, talented, courageous, magnificent person who loves writing and wants to share my knowledge and understanding with you.