Developmental Expectations
These developmental expectations have been modified while utilizing the resources listed on the resource page with support from early childhood professionals, families and the Verona Area School District. This is to provide a resource to families and the community about what developmental milestones we typically see children reach and the age associated with the milestones. This is meant to be a reference tool for families and providers if you are curious about your child’s progress or if you have concerns about their development.
This is not a diagnostic tool: These expectations provide a developmental sequence that is followed for many children. When pinpointing where an individual child’s development falls, one can see what types of skills will be emerging next. Please note that it is always important to consider the individual child’s cultural and family background and early life experiences when reviewing developmental expectations. If a child is not demonstrating all of the skills listed, it does not mean that the child has a developmental delay or that there is even a concern. It does suggest that some thoughtful consideration of the child's individual situation and ongoing monitoring could be helpful.
Glossary
Literacy refers to the knowledge and skills that lay the foundation for reading and writing.
Math refers to understanding numbers and quantities, their relationships, operations, shapes, measurement, classification, and patterns.
Function refers to self regulation skills that include how to maintain attention, control impulses, memory and how to think in flexible ways.
Social/emotional refers to a child’s ability to create and sustain meaningful relationships with adults and other children; express, recognize, and manage his or her emotions, and respond appropriately to others’ emotions.
Speech / Language refers to children’s emerging abilities to understand and use messages.
- Receptive refers to the ability to listen to and understand messages.
- Expressive refers to the ability to use messages to communicate ideas, thoughts, and feelings.
- Speech intelligibility refers to how much of what a child says and is understood by other listeners.
Fine or small motor refers to such abilities as manipulation of materials and tools, hand dominance, and eye-hand coordination.
Gross or large motor refers to skills as balance, coordination, purposeful control, locomotion, and stability of body movements and functions.
Adaptive refers to activities that people do to function in their everyday lives such as eating, toileting, sleeping, etc.
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Modified From: Ages and Stages Questionnaire, 3rd Edition (ASQ-3), Portage Guide, Creative Curriculum for Preschool, and the Center for Disease Control and Prevention (CDC), WI DPI Speech or Language Impairment Criteria Q&A Document , Children's Consonant Acquisition in 27 Languages: A Cross-Linguistic Review, and Wisconsin Model Early Learning Standards