There are two main areas of language:
Note: Each stage of development assumes that the preceding stages have been successfully achieved.
* See the Appendix beneath for explanation of terms.
How to use this chart:
Review the skills demonstrated by the child up to their current age. If you notice skills that have not been met below their current age contact Kid Sense Child Development on 1800 KIDSENSE (1800 543 736).
Age | Listening | Vocabulary | Sentences | Verbal grammar | Concepts | Questions | Possible implications if milestones not achieved |
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6-12 months |
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1-2 years |
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2-3 years |
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3-4 years |
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3 to early 4 years:
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4-5 years |
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Mid-late 4 years:
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5-6 years |
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6-7 years |
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7-8 years |
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Grammar Explanations
Regular Plurals – adds a ‘s’ to the end of words to represent more than one (e.g. 1 dog, 2 dogs)
Articles – learns to use the words ‘a’ and ‘the’ (e.g. “I would like a piece of fruit please” or “I would like the blue lolly please”)
Progressive –ing – adds –ing to the end of verbs (e.g. The boy is jumping)
Uses Pronouns ‘you, I, me, mine’ – e.g. “What are you doing?”; “I am happy”; Adult: “Who wants a lolly? Child: Me!; “That’s mine”
Regular Past Tense – learns to put –ed on the end of verbs to represent that something has happened earlier. This tends to be used for all verbs even if it requires an irregular past tense (e.g. “I runned” instead of “I ran”)
Possessive ‘s – learns to put an ‘s on the end of nouns (i.e. naming words) to indicate possession (e.g. “Daddy’s car”)
Auxiliary ‘is’ – learns to include the “helping verb” ‘is’ in a sentence (e.g. The girl is skipping)
Pronouns ‘he/she’ – learns that when talking about males we use the pronoun ‘he’ and when talking about females we use the pronoun ‘she’ (e.g. “He is running” or “She is drinking”)
Connector ‘and’ – learns to join two small sentences together using the word ‘and’ (e.g. “I want a banana and an apple” rather than “I want a banana. I want an apple”)
3rd Person Singular – learns to add an ‘s’ to the verb (action word) when it is followed by a 3rd person pronoun (he/she/it) – e.g. “He wants the ball”; “It eats grass”; “She reads books”
Contracted Negative – learns to combine the auxiliary verbs (e.g. is, does, have, should) with the negative ‘not’ – (e.g. isn’t, doesn’t, haven’t, shouldn’t)
Contracted Copula – learns to combine a pronoun with a copula (i.e. a verb that connects the subject of the sentence to the word after the verb) – e.g. He’s happy
Past Participle –It’s broken
Pronouns ‘his, hers, theirs’ – e.g. “It is his/hers/theirs”
Comparative –er and Superlative -est:e.g. big, bigger, biggest
Use of ‘is’ vs ‘are’ – learns to use ‘is’ and ‘are’ based on the number (i.e. ‘is’ for singular and ‘are’ for plural – e.g. “The monkey is eating a banana” vs “The monkeys are eating the bananas”)
Past Tense “to be” – e.g. “I was running” and “They were running”
Connector ‘because’ – learns to join two sentences together using the word ‘because’ – e.g. The boy was crying because he fell over and hurt his knee”
Adverb –ly – e.g. quickly, slowly, quietly
Irregular Plurals – irregular plurals are used fairly consistently by the age of 5 years (e.g. mice, children, men)
Irregular past tense – irregular past tense is used consistently (e.g. fell, broke, ate)
This chart was designed to serve as a functional screening of developmental skills per age group. It does not constitute an assessment nor reflect strictly standardised research.
The information in this chart was compiled over many years from a variety of sources. This information was then further shaped by years of clinical practice as well as therapeutic consultation with child care, pre-school and school teachers in South Australia about the developmental skills necessary for children to meet the demands of these educational environments. In more recent years, it has been further modified by the need for children and their teachers to meet the functional Australian Curriculum, Assessment and Reporting Authority (ACARA) requirements that are not always congruent with standardised research.
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