Developmental Milestones for 4-Year-Olds
Key developmental milestones children typically reach at this age, based on CDC, WHO, and Montessori frameworks.
What your child is working on right now
Calms down within 10 minutes after you leave them, like at a childcare drop-off
Notices other children and joins them to play
Pretends to be something else during play (teacher, superhero, dog)
Asks to go play with children if none are around, like 'Can I play with Alex?'
CDC Developmental Milestones
Calms down within 10 minutes after you leave them, like at a childcare drop-off
Social/Emotional
Notices other children and joins them to play
Social/Emotional
Pretends to be something else during play (teacher, superhero, dog)
Social/Emotional
Asks to go play with children if none are around, like 'Can I play with Alex?'
Social/Emotional
Comforts others who are hurt or upset, like hugging a crying friend
Social/Emotional
Avoids danger, like not jumping from tall heights at the playground
Social/Emotional
Likes to be a 'helper'
Social/Emotional
Changes behavior based on where they are (place of worship, library, playground)
Social/Emotional
Talks with you in conversation using at least two back-and-forth exchanges
Language/Communication
Asks 'who,' 'what,' 'where,' or 'why' questions, like 'Where is mommy/daddy?'
Language/Communication
Says what action is happening in a picture or book when asked, like 'running,' 'eating,' or 'playing'
Language/Communication
Says first name, when asked
Language/Communication
Talks well enough for others to understand, most of the time
Language/Communication
Says sentences with four or more words
Language/Communication
Says some words from a song, story, or nursery rhyme
Language/Communication
Talks about at least one thing that happened during the day, like 'I played soccer'
Language/Communication
Answers simple questions like 'What is a coat for?' or 'What is a crayon for?'
Language/Communication
Draws a circle when you show them how
Cognitive (Learning, Thinking, Problem-Solving)
Avoids touching hot objects, like a stove, when you warn them
Cognitive (Learning, Thinking, Problem-Solving)
Names a few colors of items
Cognitive (Learning, Thinking, Problem-Solving)
Tells what comes next in a well-known story
Cognitive (Learning, Thinking, Problem-Solving)
Draws a person with three or more body parts
Cognitive (Learning, Thinking, Problem-Solving)
Strings items together, like large beads or macaroni
Movement/Physical Development
Puts on some clothes by self, like loose pants or a jacket
Movement/Physical Development
Uses a fork
Movement/Physical Development
Catches a large ball most of the time
Movement/Physical Development
Serves self food or pours water, with adult supervision
Movement/Physical Development
Unbuttons some buttons
Movement/Physical Development
Holds crayon or pencil between fingers and thumb (not a fist)
Movement/Physical Development
ASQ-3 Developmental Domains
Answers simple questions (who, what, where)
Communication
Tells a short story or describes recent events
Communication
Uses future tense and complex sentences
Communication
Hops on one foot
Gross Motor
Catches a bounced ball
Gross Motor
Skips using alternating feet
Gross Motor
Draws a person with 3+ parts
Fine Motor
Copies a square shape
Fine Motor
Prints some letters
Fine Motor
Counts 3 objects correctly
Problem Solving
Names 5+ colors
Problem Solving
Counts to 20 and names written numbers
Problem Solving
Takes turns with other children
Personal-Social
Buttons 1-2 buttons on clothing
Personal-Social
Dresses and undresses without much help
Personal-Social
Montessori Sensitive Periods
Sorts and classifies objects by attribute — extends internal drive for order to intellectual work
Order
Interest in letters and sounds — sensitivity to written symbols and phonetic awareness
Language
Interest in reading and writing — child begins encoding and decoding written language
Language
Matches and grades sensory qualities — classifying by size, color, weight, texture, sound
Sensory Refinement
Discriminates fine sensory differences — distinguishing subtle variations in sensory input
Sensory Refinement
Coordination of complex movements — integrating fine and gross motor for purposeful tasks
Movement
Interest in group activities and rules — wants to participate, take turns, and understand group norms
Social Behavior
Grace and courtesy — developing awareness of how to act in social situations, self-regulation in groups
Social Behavior
Developing empathy and conflict resolution — understanding others' feelings and working through disagreements
Social Behavior
Reggio Emilia Approach
Creates recognizable representations in drawings or clay — begins to depict people, animals, or objects with intentional features
Hundred Languages of Expression
Uses body movement and gesture to express ideas — acts out stories, uses dance or mime to communicate meaning
Hundred Languages of Expression
Combines multiple media in a single project — uses drawing plus collage, or clay plus found materials to express an idea
Hundred Languages of Expression
Narrates or explains own artwork — describes what they made and why, connecting visual expression to verbal language
Hundred Languages of Expression
Contributes ideas in a small group — offers suggestions, shares observations, or adds to a group discussion during a project
Social Collaboration & Community
Negotiates roles or materials with peers — takes turns, trades materials, or agrees on who does what in group work
Social Collaboration & Community
Builds on another child's idea — extends, modifies, or responds to a peer's contribution during collaborative work
Social Collaboration & Community
Co-creates a shared product with peers — works together to complete a mural, construction, story, or performance
Social Collaboration & Community
Asks 'why' or 'how' questions about the world — expresses curiosity verbally about causes, processes, or reasons
Investigation & Inquiry
Makes predictions before trying something — says what they think will happen before testing an idea
Investigation & Inquiry
Sustains investigation over multiple sessions — returns to a topic or project across days, building on prior discoveries
Investigation & Inquiry
Compares observations and draws conclusions — notices similarities and differences, describes patterns or changes over time
Investigation & Inquiry
Responds to aesthetic provocations — pauses to examine a beautiful arrangement, light display, or natural collection set out by teachers
Environment as Third Teacher
Rearranges or contributes to the environment — moves furniture, adds found objects, or helps set up a display
Environment as Third Teacher
Uses outdoor spaces for intentional exploration — collects natural materials, observes weather patterns, or tends a garden
Environment as Third Teacher
Describes what they did in a previous activity when prompted — recalls and verbalizes a learning experience using documentation as a prompt
Documentation & Reflection
Revisits earlier work and makes changes — returns to a drawing, construction, or story to add details or modifications
Documentation & Reflection
Helps create documentation of a project — contributes drawings, dictates descriptions, or selects photos to represent their learning
Documentation & Reflection
Reflects on own learning process — describes what was hard, what they changed, or what they want to try next
Documentation & Reflection
Activities to Support Development
Animal Sound Matching
Match animal toys to their sounds. A fun toddler activity that builds vocabulary and sound awareness.
Backyard Camping
Set up a backyard campsite for adventure, stargazing, and storytelling. Works even without a tent.
Bear Walk Race
Walk on hands and feet like a bear across the room — great for bilateral coordination.
Body Percussion Beats
Use clapping, stomping, snapping, and patting to create rhythms using only your body.
Building a Fort Together
Collaborate to build a blanket fort, making decisions and dividing tasks as a team.
Cardboard Box Building
Turn cardboard boxes into rockets, forts, and cars. Builds engineering thinking, creativity, and teamwork.