Follow the changes across the first year
CDC offers separate checklists for two months, four months, six months, nine months and one year. Each covers more than movement alone.
For example, the early checklists include looking at faces, smiling and making sounds. Later ones include reaching, taking turns with sounds and gestures. Read the full checklist for your baby's age; a few examples here are not a substitute for it.
Milestones describe skills most children can do by an age. They are not a competition between babies. If your baby was born prematurely or has a health condition, discuss how to use the information with the care team.
What the age-specific pages help you notice
This selection points you to different kinds of development. It is not a complete checklist or an NPF test.
| CDC age page | A few examples from that page | A moment when you might notice them |
|---|---|---|
| Two months | Looking at faces; sounds beyond crying. | A quiet exchange during care. |
| Four months | Making sounds back; holding a toy placed in the hand. | Talking together or awake play. |
| Six months | Reaching for a wanted toy; taking turns with sounds. | A familiar game with a safe toy. |
| Nine months | Looking when a name is called; sitting without support. | An ordinary interaction, without repeatedly testing. |
| One year | Waving goodbye; putting an object in a container. | A greeting or familiar supervised play. |
Use the linked CDC page to read the full milestone description and advice. The everyday moments in the last column are illustrative observation opportunities, not exercises required to make a baby reach a milestone. If you are unsure what the description means, use the source's examples and discuss it with the clinician.
Notice during an ordinary moment
When dressing your baby, notice how they respond to your voice. During awake play, watch what they reach toward, how they move and whether they make a sound back to you. When looking at a book, see what holds their attention.
You can respond to the baby's interest without repeating an activity until they perform. If the baby turns away or becomes tired, stop or change the activity. The interaction can be pleasant even when it does not produce a new skill.
Illustrative example: A caregiver notices that the baby has begun making sounds during a familiar song. They pause, respond to the sound and continue the song. Later, they mention the new exchange at a visit. They have recorded a change in everyday interaction, not administered a language test.
The play activity cards offer starting points for interaction, and understanding baby cues explains how to notice when a baby needs a pause.
Record enough to make the conversation clear
A brief note can include what you saw, the date and the situation. “Turned toward my voice while lying on the mat” is clearer than “Hearing seems good.” The second statement reaches a conclusion that the observation alone cannot establish.
You might also note what another caregiver has noticed. Keep differences in the descriptions: your baby may do something in one setting that you have not yet seen elsewhere. A short video can sometimes help a clinician understand a concern; ask how to share it through the practice's appropriate channel and protect your baby's privacy.
Use visit notes to collect the observations and your questions. You do not need a daily chart unless the care team recommends one for a particular purpose.
Monitoring and screening have different jobs
Developmental monitoring is noticing growth and change over time. Developmental screening uses a formal, validated tool administered by a trained professional. CDC's milestone checklists support monitoring and do not replace screening.
At a well-child visit, ask which developmental screening is due and discuss any concern you have, even if you have not completed a checklist. A missed milestone can be a reason for further assessment; it does not allow an article to diagnose your baby.
Act on concerns without turning the day into drills
Illustrative example: A parent notices a skill the baby used regularly is no longer happening. Instead of spending several days trying to prompt it with a new toy, they contact the clinician, describe the change and ask what assessment is needed.
If concerns remain, discuss a specialist assessment and your state's early intervention program. CDC provides state and territory contacts; families can contact early intervention directly to ask about evaluation. Eligibility and services are determined through the relevant program, not by NPF.
Continue ordinary responsive care while following the assessment plan. preparing for a child's health visit can help with the appointment, and the support directory provides additional official routes.