Developmental Milestones for 2-Year-Olds

Moves away from you, but looks to make sure you are close by

Social/Emotional

Points to show you something interesting

Social/Emotional

Puts hands out for you to wash them

Social/Emotional

Looks at a few pages in a book with you

Social/Emotional

Helps you dress them by pushing arm through sleeve or lifting up foot

Social/Emotional

Notices when others are hurt or upset, like pausing or looking sad when someone is crying

Social/Emotional

Looks at your face to see how to react in a new situation

Social/Emotional

Plays next to other children and sometimes plays with them

Social/Emotional

Shows you what they can do by saying 'Look at me!'

Social/Emotional

Follows simple routines when told, like helping to pick up toys when you say 'It's clean-up time'

Social/Emotional

Tries to say three or more words besides 'mama' or 'dada'

Language/Communication

Follows one-step directions without any gestures, like giving you the toy when you say 'Give it to me'

Language/Communication

Points to things in a book when you ask, like 'Where is the bear?'

Language/Communication

Says at least two words together, like 'More milk'

Language/Communication

Points to at least two body parts when you ask them to show you

Language/Communication

Uses more gestures than just waving and pointing, like blowing a kiss or nodding yes

Language/Communication

Says about 50 words

Language/Communication

Says two or more words together, with one action word, like 'Doggie run'

Language/Communication

Names things in a book when you point and ask 'What is this?'

Language/Communication

Says words like 'I,' 'me,' or 'we'

Language/Communication

Copies you doing chores, like sweeping with a broom

Cognitive (Learning, Thinking, Problem-Solving)

Plays with toys in a simple way, like pushing a toy car

Cognitive (Learning, Thinking, Problem-Solving)

Holds something in one hand while using the other hand, like holding a container and taking the lid off

Cognitive (Learning, Thinking, Problem-Solving)

Tries to use switches, knobs, or buttons on a toy

Cognitive (Learning, Thinking, Problem-Solving)

Plays with more than one toy at the same time, like putting toy food on a toy plate

Cognitive (Learning, Thinking, Problem-Solving)

Uses things to pretend, like feeding a block to a doll as if it were food

Cognitive (Learning, Thinking, Problem-Solving)

Shows simple problem-solving skills, like standing on a small stool to reach something

Cognitive (Learning, Thinking, Problem-Solving)

Follows two-step instructions, like 'Put the toy down and close the door'

Cognitive (Learning, Thinking, Problem-Solving)

Shows they know at least one color, like pointing to a red crayon when you ask 'Which one is red?'

Cognitive (Learning, Thinking, Problem-Solving)

Walks without holding on to anyone or anything

Movement/Physical Development

Scribbles

Movement/Physical Development

Drinks from a cup without a lid and may spill sometimes

Movement/Physical Development

Feeds self with fingers

Movement/Physical Development

Tries to use a spoon

Movement/Physical Development

Climbs on and off a couch or chair without help

Movement/Physical Development

Kicks a ball

Movement/Physical Development

Runs

Movement/Physical Development

Walks (not climbs) up a few stairs with or without help

Movement/Physical Development

Eats with a spoon

Movement/Physical Development

Uses hands to twist things, like turning doorknobs or unscrewing lids

Movement/Physical Development

Takes some clothes off by self, like loose pants or an open jacket

Movement/Physical Development

Jumps off the ground with both feet

Movement/Physical Development

Turns book pages, one at a time

Movement/Physical Development

Points to several body parts when asked

Communication

Combines two words together (e.g., 'more juice')

Communication

Uses sentences of 3+ words

Communication

Runs without falling

Gross Motor

Kicks a ball forward

Gross Motor

Jumps forward with both feet

Gross Motor

Scribbles with a crayon

Fine Motor

Stacks 6+ small blocks

Fine Motor

Strings large beads on a string

Fine Motor

Puts round shapes into a shape sorter

Problem Solving

Completes a simple 3-piece puzzle

Problem Solving

Sorts objects by color or shape

Problem Solving

Uses a spoon with some spilling

Personal-Social

Takes off shoes and socks independently

Personal-Social

Washes and dries hands with some help

Personal-Social

Insists on putting things 'back where they belong' — drive to classify and organize the environment

Order

Follows a predictable sequence in self-care routines — uses order to develop independence

Order

Sorts and classifies objects by attribute — extends internal drive for order to intellectual work

Order

Explosion of vocabulary — rapid word acquisition through naming and conversation

Language

Fascinated by textures, sounds, and colors — heightened sensitivity to sensory details

Sensory Refinement

Matches and grades sensory qualities — classifying by size, color, weight, texture, sound

Sensory Refinement

Walking and refining balance — compelled to walk, climb, carry, and refine coordination

Movement

Refinement of hand movements — driven to use hands purposefully: pouring, threading, folding

Movement

Coordination of complex movements — integrating fine and gross motor for purposeful tasks

Movement

Fascinated by tiny objects — picks up crumbs, inspects small insects, notices minute details

Small Objects

Pincer grasp mastery with small items — precision handling of small objects supports concentration

Small Objects

Transferring and sorting tiny items — uses small objects for purposeful work and categorization

Small Objects

Imitates social behaviors — learns greetings, 'please' and 'thank you', table manners through modeling

Social Behavior

Interest in group activities and rules — wants to participate, take turns, and understand group norms

Social Behavior

Explores mark-making with a variety of tools — uses crayons, paint, chalk, or fingers to create marks on surfaces

Hundred Languages of Expression

Uses objects to represent other things during play — a block becomes a phone, a stick becomes a spoon

Hundred Languages of Expression

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

Engages in parallel play alongside peers — works on similar activities near other children with occasional interaction

Social Collaboration & Community

Contributes ideas in a small group — offers suggestions, shares observations, or adds to a group discussion during a project

Social Collaboration & Community

Repeats an action to test what happens — drops objects, stacks and topples blocks, or pours water to observe the result

Investigation & Inquiry

Asks 'why' or 'how' questions about the world — expresses curiosity verbally about causes, processes, or reasons

Investigation & Inquiry

Selects own materials from accessible shelves — chooses what to work with from an organized, inviting display

Environment as Third Teacher

Returns materials to their designated places — participates in caring for the shared environment after use

Environment as Third Teacher

Responds to aesthetic provocations — pauses to examine a beautiful arrangement, light display, or natural collection set out by teachers

Environment as Third Teacher

Uses outdoor spaces for intentional exploration — collects natural materials, observes weather patterns, or tends a garden

Environment as Third Teacher

Looks at photos of own past activities with interest — recognizes self and events in documentation displays

Documentation & Reflection

Points to or talks about own work on display — shows awareness that their creations are valued and preserved

Documentation & Reflection

Describes what they did in a previous activity when prompted — recalls and verbalizes a learning experience using documentation as a prompt

Documentation & Reflection