This article originally ran in the Ruston Daily Leader on Nov.16, 2010.  You may also view this article at The Fount's website.

It is very easy for parents to become concerned that their child is not reaching milestones at the appropriate age. Some parents may not even know what to expect of their child when they reach four months, one year, or even four years old. 

Parents who know about children's stages of development and common milestones that the child reaches at each stage can encourage their child to meet challenges.

By having a general idea of what age a child should do certain things, a parent can determine if their child may need certain services early instead of waiting until the child starts school. Also, parents can prevent the discipline problems that often arise when parents expect too much from a child too soon.

According to the Centers for Disease Control and Prevention’s Learn the Signs Act Early Campaign, some of the milestones of childhood, according to age, are briefly described below:

Three months: begins a social smile, imitates some movement and facial expressions, raises head and chest when lying on stomach and begins to babble.

Seven months: enjoys social play, finds partially hidden object, explores with hands and mouth, struggles to get objects that are out of reach, responds to name and the word no, rolls both ways, transfers objects from hand to hand.

By the end of year one: cries when mother or father leave; finger feeds himself; explores objects in many ways such as banging, shaking, throwing; can find hidden objects easily; begins to use objects correctly such as drinking from cups; responds to simple verbal requests; responds to no; crawls on belly; walks holding on to furniture.

By the end of year two: imitates behavior of others, demonstrates increasing independence, begins to show defiant behavior, follows simple instructions, repeats words heard in conversations, walks alone, starts to run.

By the end of year three: understands the concept of mine and his/hers, imitates adults and playmates, can take turns in games, expresses a wide range of emotions, objects to major changes in routine, sorts objects by color or shape, completes three- or four- piece puzzles, follows a two or three part command, speaks clearly enough for strangers to understand most of their words, climbs well, kicks ball, holds pencil in writing position.

By the end of year four: interested in new experiences, plays mom or dad, more independent, dresses and undresses, often cannot tell the difference between fantasy and reality, correctly names some colors, follows three part commands, speaks in sentences of five to six words, tells stories, copies square shapes, uses scissors, begins to copy some capital letters.

By the end of year five: wants to please friends; wants to be like friends; more likely to agree to rules; likes to sing, dance, and act; aware of gender; sometimes demanding; sometimes eagerly cooperative; can count 10 or more objects; speaks sentences of five or more words; tells longer stories; hops; may be able to skip; prints some letters; can dress and undress without help; usually cares for own toilet needs.

For a complete listing of all milestones that children generally reach at these ages, visit the Centers for Disease and Prevention’s Act Early Campaign. The website also lists development health watch concerns by age and includes things such as "does not laugh or make squealing sounds by six months." By being aware of developmental concerns, parents can seek treatment for their child before he or she begins school. Although children develop at different rates, if parents are concerned that their child is not reaching these milestones they should consult their doctor.