Around 2 years (24 to 36 months)

Fine Movements

• Can undo large buttons and zips, put on own socks.
• Holds crayon with fingers rather that fist.
• Can move fingers independently of one another.
• Scribbles circles, dots and to and fro.
• Can turn pages of a book singly.
• Can put objects together and take them apart.
• Hand preference is usually obvious.
• Drinks through a straw, feeds self with a spoon.
• Helps to wash own hands.
• Turns a doorknob, can unscrew a lid.

Large Movements

• Sits on wheeled toy and propels it with feet, but can't steer around obstacles.
• Kicks a ball without falling.
• Runs fast, but can't always stop and turn well.
• Squats to rest or play and rises without needing to pull up on objects.
• Makes accurate judgements about position and size when relating self to surroundings.
• Climbs on and gets down from furniture to see, reach objects ...
• When holding on to wall or rail, climbs up and down stairs, but not with alternating feet.
• Can stand on one foot momentarily.
• Can jump a short distance with both feet together.

Personal, Social and Emotional Development

• In unfamiliar situations depends on a familiar adult.
• Shows empathy and caring but is sometimes over affectionate with other children, hugging and kissing them.
• May be physically aggressive if frustrated or angry.
• Finds it difficult to wait and take turns.
• Finds it difficult to share
• Watches and imitates the play of other young children but seldom joins in.
• Can be obsessive about routines, likes everything 'just so'.
• Begins to attribute imaginary properties to objects, for example, during play a brick becomes a car.
• Begins to explore cause and effect, for example, teases the cat to make it hiss.
• Enjoys 'helping' with everyday household tasks.

Listening, Speaking and Understanding

• Uses about fifty words and joins two or three to make simple sentences.
• Carries out simple instructions.
• Joins in nursery rhymes and songs.
• Asks for food and drink.
• Recognises and expresses pain and shows its location.
• Receptive language is better developed that expressive, that is, better at understanding others that expressing self.
• When playing, carries on a constant monologue in own language.
• Often refers to self as 'me', for example, when asked can name body parts such as nose, eyes, mouth, ears and hands, and repeat their names.

Seek advice if a child

• Does not walk confidently and has more than a few stumbles or falls.
• Does not carry out simple two-step directions.
• Does not show interest in watching and imitating other children.
• Does not string together tow or three words and point to and name familiar objects.
• Does not respond to familiar rhymes, chants, songs or games by participating orally, physically, or both.
• Cannot sort familiar objects according to, for example, colour or size.

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