Understanding OT Developmental Markers
A child’s occupations are learning, play, and self-care. Children develop motor, sensory, and self-care skills in many different ways and at different speeds. Some children reach, crawl, or feed themselves early. Others take more time and find their own ways to explore, move, and take part in daily routines as their skills grow.
The examples below describe skills many children begin doing at different ages. They are meant to give families a general picture of development, not a checklist every child must follow.
If your child's development looks different, that may simply be part of their own developmental path. If you ever feel unsure, a conversation with an occupational therapist can help you better understand your child's strengths and how to support their play, movement, and everyday skills.
Early Intervention (Birth-3 Years)
During the first 3 years, children are learning how to move their bodies, explore the world around them, and take part in simple daily routines.
Development may include reaching, grasping, crawling, walking, feeding, and play.
Motor Skills
Fine Motor Skills
Reaches for/grasps toys and transfers objects hand to hand
Stacks 2–4 blocks, scribbles with crayons, and uses both hands to explore
Turns pages one at a time, builds towers of 6+ blocks, and strings large beads
Gross Motor Skills
Rolls over, sits with support, and begins to crawl
Walks independently, pushes/pulls toys while walking, and begins to climb and squat
Runs well, kicks and throws a ball, and jumps with both feet
Social Emotional
Begin engaging in parallel play (playing alongside other children)
Begin to participate in pretend play and imitation of others
Participating in simple interactive games
Self-Care Skills
Starts holding a bottle, fingerfeeding, and bringing hands to mouth
Drinks from a cup, starts using a spoon, and helps with dressing
Washes hands with help and assists with dressing (pushes arms through sleeves and pulls pants up/down)
Preschool (3-5 Years)
During the preschool years, children's motor and self-care skills grow quickly. They begin to use tools like crayons, scissors, and utensils, and take on more of their own dressing and self-care.
At this time, social interactions become an important part of play, building relationships, and learning new skills.
Motor Skills
Fine Motor Skills
Draws simple shapes (circle and cross), manipulates small objects, and uses scissors to snip paper
Colors within lines, cuts along lines, draws people with body parts, and begins to write some letters
Gross Motor Skills
Pedals a tricycle, catches a large ball, and walks upstairs alternating feet
Hops on one foot, balances briefly, and throws and catches with control
Social Emotional
Begin participating in simple cooperative play (working together toward a shared goal or common outcome)
Begin turn taking and sharing
Engaging in imaginative and role-based play
Self-Care Skills
Begin building skills to independently dress and undress, use the bathroom/toilet, feed self using utensils, and manage clothing fasteners (buttons, zippers, snaps)
School-Aged (5+ Years)
As children enter school, motor and self-care skills support learning, social participation, and independence.
Skills become more refined which helps children write, cut, manage their belongings, take care of themselves, and join in activities in the classroom and everyday life.
Motor Skills
Fine Motor Skills
Hold a pencil with an adult-like grasp, write first name, and draw a person with six body parts or shapes like triangles
Cut simple shapes accurately with child-safe scissors
Build complex block towers, mold playdough into detailed shapes, and paint or color inside lines
Gross Motor Skills
Stand on one foot for 5 to 10 seconds, hop smoothly on one foot, and walk heel-toe backwards
Run fast and change direction easily, jump rope, and jump over objects, landing with both feet together
Throw a ball underhand and overhand with direction and catch a bounced or gently thrown ball with both hands
Ride a tricycle or a bicycle with training wheels and climb playground equipment like ladders or monkey bars
Social Emotional
Early School Aged
Following multi-step directions in group settings
Participating in team activities and games
Understanding rules and fairness
Building friendships and identifying preferred peers
Begin to develop impulse control awareness, increase frustration tolerance, and use strategies to manage difficult emotions with assistance
Older Children
Maintaining friendships over time
Managing disagreements and conflicts
Understanding social expectations across settings including school, community, and group based activities
Become increasingly more aware of other people’s feelings and perspectives
Self-Care Skills
Begin learning how to tie shoes
Remember simple multi-step instructions and classroom routines
Switch between tasks, handling changes, and recovering from mistakes
Manage school materials, sequencing steps for assignments, and executing goals
Not sure where to start?
Every child’s needs are different. Our team is here to help you determine the best next step for your family.