For parents who care deeply
Child Development Milestones (0–12 Years)
Understand what children typically learn at every age, discover important developmental milestones, and know when extra support may help.
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5 Years milestones
5-Year-Old Milestones
Five is the big school year. Your child can hold longer conversations, follow rules in games, draw recognisable people, and is becoming much more independent.
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How to use: Tap any domain below to open its checklist. Tick what your child can usually do, then Save to update progress on this page.
5-Year-Old Milestones — Milestone Checklist
Communication & Language
- ☐ Speaks in full grammatical sentences — e.g. Mostly correct grammar.
- ☐ Tells longer stories with a beginning, middle, end — e.g. ‘First, then, finally.’
- ☐ Uses 2,000+ words — e.g. Broad and growing vocabulary.
- ☐ Defines simple words — e.g. ‘A dog is an animal.’
- ☐ Asks thoughtful questions — e.g. ‘What makes rain?’
- ☐ Understands jokes and riddles — e.g. Laughs at silly puns.
- ☐ Follows 3+ step instructions — e.g. ‘Get coat, find boots, line up.’
- ☐ Recites address or phone number — e.g. If taught.
- ☐ Uses irregular plurals and tenses (mostly) — e.g. Mice, ran, ate.
- ☐ Engages in extended dialogue — e.g. 5+ turns on one topic.
- ☐ Identifies rhyming words — e.g. Cat, bat, hat.
- ☐ Recognises beginning sounds — e.g. ‘Sun starts with /s/.’
Gross Motor
- ☐ Skips with alternating feet — e.g. Smoothly.
- ☐ Hops on one foot 5+ times — e.g. Both feet.
- ☐ Catches a ball with hands — e.g. Tennis ball size.
- ☐ Throws a ball with accuracy — e.g. To a target.
- ☐ Balances on one foot 8–10 seconds — e.g. Eyes open.
- ☐ Rides a bike with training wheels — e.g. Or learning without.
- ☐ Climbs ropes or ladders confidently — e.g. Playground.
- ☐ Walks heel-to-toe forward & backward — e.g. 5+ steps.
- ☐ Jumps over low obstacles — e.g. 2-footed.
- ☐ Does forward roll (with help) — e.g. Often by 5–6.
- ☐ Swims with support or beginning strokes — e.g. Varies with experience.
Fine Motor
- ☐ Holds pencil in tripod grasp — e.g. Mature grip.
- ☐ Writes most letters and own name — e.g. May still reverse some.
- ☐ Draws a person with 6+ parts — e.g. Head, hair, fingers.
- ☐ Cuts out simple shapes — e.g. Circle, square.
- ☐ Uses cutlery including knife (with help) — e.g. Spreads butter.
- ☐ Buttons and unbuttons — e.g. Most sizes.
- ☐ Ties knots (shoelaces emerging) — e.g. Many learn 5–7 years.
- ☐ Folds paper in half — e.g. Aligned edges.
- ☐ Strings small beads in patterns — e.g. Red, blue, red.
- ☐ Uses glue stick or tape neatly — e.g. On crafts.
- ☐ Colours within lines (mostly) — e.g. Pressure improving.
Social Skills
- ☐ Has a small group of friends — e.g. Names them.
- ☐ Plays cooperative games for extended time — e.g. 30+ minutes.
- ☐ Follows and creates rules in games — e.g. ‘Let’s say…’
- ☐ Resolves minor conflicts with words — e.g. Sometimes needs help.
- ☐ Shows empathy and care — e.g. Helps comfort others.
- ☐ Recognises social cues — e.g. Reads facial expressions.
- ☐ Uses manners with reminders — e.g. Please, thank you, excuse me.
- ☐ Includes others in play — e.g. ‘Want to play with us?’
- ☐ Tells about events to others — e.g. Shows pride in achievements.
- ☐ Begins to take perspective — e.g. ‘She didn’t mean it.’
Emotional Regulation
- ☐ Names a wide range of emotions — e.g. Disappointed, proud, embarrassed.
- ☐ Uses words during conflicts — e.g. Less hitting/biting.
- ☐ Recovers from upset within minutes — e.g. Mostly independently.
- ☐ Begins to wait calmly — e.g. 5–10 minutes.
- ☐ Asks for help when overwhelmed — e.g. ‘I need a break.’
- ☐ Adapts to change with support — e.g. Knows what to expect.
- ☐ Tolerates losing in games (mostly) — e.g. Some upset is normal.
- ☐ Shows self-confidence — e.g. Tries new things.
- ☐ Identifies others’ feelings — e.g. ‘He’s angry because…’
- ☐ Uses calming strategies — e.g. Deep breaths, count to 5.
Play Skills
- ☐ Engages in elaborate pretend play with peers — e.g. Long-running stories.
- ☐ Builds detailed structures — e.g. Lego sets, building bricks.
- ☐ Plays board games and card games — e.g. Snap, Memory.
- ☐ Engages in creative arts — e.g. Painting, crafts, sculpting.
- ☐ Sets up dramatic scenes — e.g. Pirates, school, restaurant.
- ☐ Begins competitive play — e.g. Races, simple sports.
- ☐ Negotiates rules during play — e.g. ‘Let’s change it so…’
- ☐ Solves play-based problems — e.g. Engineers solutions.
- ☐ Enjoys riddles and puzzles — e.g. 20+ piece puzzles.
- ☐ Plays independently for 20+ minutes — e.g. Focused creative play.
Learning & Thinking
- ☐ Counts to 20+ by rote — e.g. Sometimes to 100.
- ☐ Counts up to 10 objects accurately — e.g. 1:1 correspondence.
- ☐ Recognises most letters — e.g. Capitals and lowercase.
- ☐ Knows the sounds of many letters — e.g. Phonics emerging.
- ☐ Writes own name independently — e.g. May reverse some letters.
- ☐ Understands sequences — e.g. Days of week, story order.
- ☐ Recognises numbers 1–10 — e.g. By sight.
- ☐ Sorts and groups by attributes — e.g. Multiple categories.
- ☐ Predicts and infers in stories — e.g. ‘He’s going to be sad.’
- ☐ Asks logical questions — e.g. About cause and effect.
- ☐ Understands time concepts — e.g. Morning, afternoon, night.
Daily Living Skills
- ☐ Dresses independently — e.g. Buttons and zips.
- ☐ Toilets independently — e.g. Day and most nights.
- ☐ Brushes teeth (adult finishes) — e.g. Knows the steps.
- ☐ Uses cutlery well — e.g. Knife with supervision.
- ☐ Pours drinks — e.g. From small jug.
- ☐ Helps prepare simple meals — e.g. Spreads butter, stirs.
- ☐ Tidies up own toys — e.g. With routine.
- ☐ Packs own backpack — e.g. With help.
- ☐ Wipes own nose and face — e.g. Mostly.
- ☐ Knows safety rules — e.g. Holds hand in car park.
Attention & Self-Regulation
- ☐ Focuses on tasks 15–20 minutes — e.g. When motivated.
- ☐ Listens in group settings — e.g. 5–10 minute circles.
- ☐ Follows multi-step instructions — e.g. 3–4 steps.
- ☐ Waits 5–10 minutes — e.g. With small reminders.
- ☐ Transitions between activities — e.g. With warnings.
- ☐ Persists through challenges — e.g. Tries multiple strategies.
- ☐ Self-monitors during tasks — e.g. Notices errors.
- ☐ Plans steps for activities — e.g. Crafts, building.
- ☐ Returns to tasks after interruption — e.g. Independently.
- ☐ Manages impulses (mostly) — e.g. Stops to think.
Sensory Processing
- ☐ Tolerates wide variety of foods — e.g. Preferences remain but expand.
- ☐ Handles haircuts, dentist with prep — e.g. Less distress.
- ☐ Adapts quickly to busy places — e.g. Schools, shops.
- ☐ Enjoys range of sensory play — e.g. Sand, water, slime, dough.
- ☐ Tolerates a range of clothing fabrics — e.g. Few sensitivities.
- ☐ Uses appropriate force — e.g. Doesn’t break crayons or hug too hard.
- ☐ Adjusts to changes in temperature — e.g. Cools down, warms up.
- ☐ Reports discomfort accurately — e.g. ‘My ear hurts.’
- ☐ Uses sensory strategies with prompts — e.g. Fidget, breathing.
- ☐ Adjusts behaviour to environment — e.g. Quiet voice indoors.