Professional Documents
Culture Documents
Red Flags
Red Flags
Red Flags
Area 6 months 9 months 12 months 18 months 2 years 3 years 4 years 5 years Red flags at
any age
Social emotional Does not smile N
ot sharing D
oes not notice L acks interest When
playing with No
interest in U
nwilling or P
lay is different
or interact with enjoyment with someone new in playing and toys tends to bang, pretend play or unable to play than their friends
people others using eye interacting drop or throw interacting with cooperatively Strong parental
contact or facial D
oes not play early with others them rather than other children concerns
expression turn-taking games use them for their
(e.g. peekaboo, purpose D
ifficulty noticing
rolling a ball) (e.g. cuddle dolls, and understanding
feelings in S
ignificant loss
build blocks) of skills
themselves
and others
(e.g. happy, sad)
Lack of response
to sound or visual
stimuli
Communication Not starting N
ot using gestures N
o babbled N
o clear words N
ot learning new S
peech difficult S
peech difficult D
ifficulty telling
to babble (e.g. pointing, phrases that words for familiar people to understand a parent what
(e.g. aahh; oohh) showing, waving) sound like talking N
ot able to to understand is wrong
understand short N P
oor interaction
ot putting words Not able to follow
N with adults or
ot using two N
o response to requests together N
ot using simple directions with N
ot able to
part babble familiar words (e.g. ‘Where is the (e.g. ‘push car’) sentences two steps answer questions other children
(e.g. bubu, dada) (e.g. bottle, daddy) ball?’) (e.g. ‘Big car go’) (e.g. ‘Put your bag in a simple
away and then go conversation
play’) (e.g. ‘What’s your Lack of, or limited
name? Who is your eye contact
family? What do
you like to watch
on TV?’)
Differences between
right and left sides
Cognition, fine Not reaching D
oes not hold D
oes not feed self D
oes not scribble D
oes not attempt D
oes not attempt N
ot toilet trained C
oncerns from of body in strength,
motor and self care for and holding objects finger foods or with a crayon to feed self using a everyday self by day teacher about
movement or tone
(grasping) toys hold own bottle/ spoon and/or help care skills (such school readiness
D
oes not ‘give’ cup D
oes not with dressing as feeding or N
ot able to draw
Hands frequently objects on request attempt to stack dressing) lines and circles Not able to
clenched U
nable to pick up blocks after independently
C
annot move Marked low tone
small items using demonstration D
ifficulty in complete everyday
Does not explore toy from one hand (floppy) or high tone
index finger and manipulating routines such
objects with to another (stiff and tense)
thumb small objects as feeding and
hands, eyes and significantly
(e.g. threading dressing
and mouth impacting on
beads)
Not able to draw development
Does not bring simple pictures and functional
hands together (e.g. stick person) motor skills
at midline