What to Expect at 13 to 15 Months

Why can development look different from 13 to 15 months?

Between 13 and 15 months, children may make progress in several areas at once. One may focus on walking while another uses more gestures or tries new words. One skill alone cannot describe a child’s development.

CDC does not publish separate 13- or 14-month checklists. When a child falls between checklist ages, CDC advises using the younger age checklist. A 13- or 14-month-old does not need to show every 15-month skill.

Think of the 15-month skills as examples that may emerge around this transition. Children may show some earlier and others later.

How might movement skills change?

Around 13 months, many children use skills they developed earlier, such as pulling to stand and moving along furniture. Some may briefly stand alone or try a few steps; others may still prefer crawling because it is quicker.

Taking a few steps independently is on the CDC 15-month checklist. Not walking at 13 months does not by itself mean a child is behind. Standing, cruising, squatting and trying short steps can emerge at different times.

A new walker may use a wide stance, wobble, and fall often. The goal is not a perfect gait, but gradual growth in how a child moves.

What may you notice in communication?

Communication is more than the number of spoken words. A child may point, reach, wave, make a sound while looking at you, or bring you an object to show what they mean.

By 15 months, CDC lists trying to say one or two words besides “mama” or “dada.” Words need not sound like adult pronunciation; a consistent sound used for the same person or object can be meaningful.

Looking at a familiar object when you name it and following a simple direction paired with a gesture are also examples of communication at this age.

How do pointing and shared attention develop?

A child may show an object not only to ask for it, but also to share interest. They might offer you a toy, look at a dog and then back at you, or point something out.

CDC includes pointing to ask for something or get help on its 15-month checklist. Some children use this earlier; others gradually add gestures during this period.

Name or comment on what your child looks at or points to. These small back-and-forth moments support everyday communication.

What changes in play and thinking?

As children approach 15 months, they may start using objects for their usual purpose rather than only shaking or mouthing them: for example, holding a toy phone to the ear or opening a book.

CDC lists stacking at least two small objects as a 15-month cognitive milestone. Blocks are one example; other safe objects can show similar problem-solving.

Imitation may become more noticeable. A child may copy another child taking toys from a container or imitate an everyday action you do.

What may change socially and emotionally?

A child may show you a favorite toy, clap when excited, hug a doll, or show affection with cuddles or kisses. CDC includes examples like these in its 15-month social-emotional checklist.

Children show affection in different ways. One may hug often while another prefers sitting close or bringing you a toy. One social behavior does not define a child’s overall development.

Tiredness, an unfamiliar setting, or a new caregiver can temporarily change how a child behaves socially on a particular day.

Can everyday skills become more independent?

Between 13 and 15 months, a child may take a greater part in finger-feeding, try to hold a cup, lift an arm while getting dressed, or imitate everyday jobs. These involve motor and thinking skills as well as self-care.

Offer small, safe chances to take part. A child does not need to use a spoon perfectly, drink without spills, or use every toy as intended.

Trying to do things independently is often messy, slow, and repetitive. Adult help and supervision are still needed.

What can you do today?

Notice what your child has begun doing in movement, communication, play, and everyday activities over the past few weeks.

If your child is 13 or 14 months, do not use the 15-month checklist as a test. Notice how earlier skills are developing and whether new ones are gradually appearing.

Name things your child points to, looks at, or brings you. Make time for safe movement and simple imitation games.

If your child clearly loses a skill they had already gained, contact their healthcare professional rather than waiting to see what happens.