PHYSICAL DEVELOPMENT: a Typical 2 Year Old

Criteria for Two Year Olds

PHYSICAL DEVELOPMENT: a typical 2 year old ………

√ Jumps on spot both feet. √ Picks up tiny objects quickly and accurately and places down neatly with √ Walk downstairs with help. increasing skill. √ Kicks large stationary ball. √ Holds pencil and scribbles. √ Pushes/pulls wheeled toys. √ Turns single pages of a book. √ Trundles a trike. √ Builds tower of 6 cubes. √ Can stop and start with ease and avoid obstacles. √ Is attentive and responsive to visual and auditory stimuli. √ Throws small ball overhand and forwards without falling over.

Universal /Differentiation Additional Needs Complex Needs Severe Needs

Up to 5 hours 5 - 10 hours More than 10 hours

Gross Motor Development Can walk and position self Makes some independent Development is slow due to long term nature Needs are likely to be permanent and independently but has some movement of disability lifelong due to nature of disability stability and/or coordination  Takes some steps when hands difficulties held.  Can rise to sitting position from  Moves with intent around floor lying. by Physical skills may fluctuate or deteriorate Has limited functional movement  Walks unsteadily (toddles). crawling, bottom shuffling.  Is unable to position/reposition without  Sits from standing with a ‘bump’. assistance.  Crawls upstairs. Needs support to perform some Is in early stages of development of strength  Requires physical support to maintain physical skills and balance posture.  Pulls up on furniture to stand.  Can bear own weight when held  Needs support/equipment in all situations. Maintains balance whilst  Moves on floor by rolling, commando crawling,  Is unable to bear own weight. performing a range of actions Control of balance is emerging bottom shuffling.  Sits on floor for indefinite time.  Sits unsupported on the floor  Is unstable when sitting. briefly.  Is not yet pulling up to stand.  Maintains sitting balance when

of 12 reaching.  Loses balance without saving self.  Displays clumsiness, repetitive  Displays unusual behaviours, e.g. peculiar  Makes intense/frequent unusual movements, poor coordination, finger or body posturing, staring or picking at movements which may persist, despite and sometimes unusual body, self-directed aggression, rocking, attempts to discourage them or involve movements. spinning, finger wiggling or toe-walking. the child in other activities.

Fine Motor Development Uses 2 hands together Is beginning to develop hand Development is slow due to long term nature Needs are likely to be permanent and  Drops and throws toys control and use 2 hands together of disability lifelong due to nature of disability deliberately.  Releases object into someone’s  Picks up large object with 2 hand. Is in early stages of hand control Has little or no functional movement for hands.  Transfers objects from one hand  Can reach and grasp, using scooping action. grasp/release but may demonstrate to another.  Can hold and release by dropping. some intention Uses finger and thumbs (albeit  Bangs objects together.  Does not co-ordinate both hands together.  Can reach but not grasp. clumsily) to grasp small objects  Prods and pokes.  Can hold but not release.  Is developing pincer grasp.  Puts objects in/out of containers.  Turns several pages of a book at once. Use of Senses  Persistently puts objects in  Is preoccupied with touching, smelling or Is preoccupied with smelling, tasting or mouth. tasting objects or people feeling objects for the sensation rather May smell or taste inedible than as exploration  Makes limited response or mildly objects.  Shows extreme over – or under – reaction to over-reacts to some sensations sound/touch, regardless of type. such as certain sounds/touch.  Makes variable responses to  May be distracted by irrelevant range of sensations (e.g. sounds sounds. or touch)  May completely ignore pain or react very  May ignore or over-react to mild - may ignore a sound initially, strongly to slight discomfort. pain. startle or cover ears, for example.

 Reacts too much or too little to pain.

 May need to be reminded to  Must be reminded frequently to look at what  Consistently avoids looking at

of 12 look at objects. s/he is doing people or certain objects and shows  May be more interested in  May stare into space, avoid eye contact, look extreme forms of other visual mirrors/lighting than peers, stare at objects from unusual angle or hold objects peculiarities. off into space, or avoid eye very close to eye. contact.

of 12 SPEECH, LANGUAGE AND COMMUNICATION DEVELOPMENT: a typical 2 year old ……… √ Attends to communications addressed to self. √ Constantly asks names of objects and people. √ Begins to listen with interest to general conversation. √ Puts 2+ words together to form simple sentences. √ Understands 2 – 3 information carrying words. √ Talks to self in long monologues which may be incomprehensible to others. √ Responds appropriately to common adjectives, √ Often omits initial and final consonants, e.g. bus = ‘us’. [big/little/cold/tired/hungry], √ Joins in with nursery rhymes and songs. verbs and prepositions [in/on] √ Refers to self by name. √ Responds to ‘what … doing?’ √ Greets and uses ‘please’ and ‘thank you’ when reminded. √ Indicates body parts/facial features on request. √ Makes simple requests. √ Repeats words constantly. √ Makes simple comments. √ Names familiar objects and pictures. √ Uses 50 – 200 recognisable words.

Speech, Language and Communication Development  May have mild delay in  Has a moderate speech and/or  Has a severe speech and/or language  Has a profound speech and language language or speech sound language difficulty which is difficulty where these skills are behind disorder, as part of a severe physical development. likely to impact on child’s other areas of cognitive development. condition or learning difficulty, such inclusion or ability to access as cerebral palsy. curriculum.  Has limited age-appropriate language  Has extremely limited language skills. skills.  May have developed skills in  Is slow to develop age- therapy which need to become appropriate language skills. generalised. Listening and Attention Controls focus of interest. Gives single channelled Begins to anticipate events from hearing a Has inbuilt reflexes and reactions. Attends to things, events or attention. sound. Is motivated to attend to familiar people for an extended period sounds. May look towards the source of a (non-language). Begins to attend sound. to meaningful language.  Tries to copy adult facial expressions/tongue  Responds to mother’s voice [smiling, stop  Usually needs some prompting movements. crying, looking] to listen.  Begins to recognise his/her turn to  Gives more focussed attention  Gives better attention to communicate from the rising tone of voice at

of 12 with an adult than on own. activities involving non-verbal the end of the adult turn.  Sometimes needs adult prompts skills than to language based  Begins to ‘choose’ own focus of attention. to listen to spoken language 1:1 tasks.  Demonstrates awareness of when things sound different – new objects, sounds and people.

Understanding Receptive language may be more Needs additional cues to support Responds to single words in context Anticipates familiar routines in response developed than expressive understanding of language. to sounds, actions, smells, e.g. language. mealtimes, bath time.  Points to self when asked  Makes a choice between two  Responds to simple requests in imitation; e.g. ‘where’s ..’ objects. clasp hands.  Has poor generalisation of  Relies on visual cues to respond  Recognises familiar people and objects when concepts – colour, size and to simple requests. named; e.g. mummy, cup, teddy. position.  Points to and looks at  Responds to simple instructions picture/photograph in book when containing two information named. carrying words.  Follows a few simple  Responds to simple questions, instructions [single word level], verbally or non-verbally. e.g. get your coat.  Can respond when offered a choice verbally.

Use of Vocabulary Has a small, but steadily Is able to communicate with and Is able to express needs using different cries Explores a limited range of sounds. increasing vocabulary used to sometimes combine a wider and facial expressions and produces a range relate information and to make range of gestures and of sounds.  Cries when uncomfortable or annoyed. requests. vocalisations, making it easier  Babbles. for adults to interpret the child’s  Makes a particular noise when wanting  May make some occasional vocalisations,  A few words or signs are intentions. attention. other than crying, to show feelings. emerging.  Babbles tunefully in strings.  Begins to string together  Uses small number of words/and or signs. recognisable words or signs to  Imitates simple phrases, e.g. all name things that are important gone, what’s that. to them.  Echolalia is often present.  Points to or looks at objects to request or show.  Uses gestures to indicate a desire for more.  Copies representational sounds,

of 12 e.g. brmm.  Imitates simple words when prompted. Use of Grammatical Structure Use two word phrases. Uses single words, signs, and Not applicable Not applicable learnt phrases.  Begins to put two words/signs together.  Uses telegrammatic phrases, e.g. ‘mummy home’.

Speech Speech is often difficult to Has no intelligible speech. Has no intelligible speech. Explores a limited range of sounds. understand even when context is known.  Makes speech-like sounds.  Babbles.  Cries when uncomfortable or annoyed.  Uses very small range of sounds,  Babbles.  May use some echolalia. mostly ah, er, oh.  May make some occasional vocalisations,  May have some clear words.  Few consonants are used. other than crying, to show feelings.

Interaction Has a range of ways of Displays some limited Shows a developing interest in songs, Some response to communication. communicating meaning but only motivation to initiate, respond or rhymes and communication games. some of these may be understood sustain an interaction. even by close family.

 Is able to communicate for a  Makes sounds/gestures to songs/nursery  Vocalises in response to familiar voice. purpose using short phrases and  Joins in some actions of familiar rhymes.  Responds to peek-a-boo games. gestures. rhymes/songs, with support.  Makes noises when talked to.  Is aloof, withdrawn, passive.  Will participate in a familiar rhyme  May use constant echolalia.  Makes eye contact when receiving attention.  Makes eye contact when receiving with appropriate actions/gestures.  Responds to peek-a-boo games. attention.  Wants to share songs and  Has poor motivation to initiate interactions. conversations.  Non-verbal communication is  Pointing or reaching for what is  Is generally unable to express needs or  Only uses bizarre gestures with no meaningful and appropriate to age wanted may be vague. wants non-verbally. apparent meaning (e.g. flapping). and situation.  Cannot understand others’ non-verbal  Shows no awareness of meanings of communication. others’ gestures or facial expressions.

of 12 PERSONAL, EMOTIONAL AND SOCIAL DEVELOPMENT: a typical 2 year old ……… √ Constantly demands attention √ Has tantrums when frustrated, √ Plays alongside. of but is √ Engages in spontaneous simple role play and make believe with self/doll. parent(s). Easily distracted. √ Takes turns but has little idea if sharing. √ Clings tightly (affection, fatigue, √ Finds waiting difficult. √ Feeds self with spoon and uses cup appropriately. fear) √ Plays alone well. √ Verbalises toilet need but unreliable. √ Resents attention shown to √ Greets positively. √ Assists with bathing/dressing. others. √ Treats animal/baby/doll with √ Has little understanding of common dangers. √ Defends own possessions. care. √ Is rebellious when thwarted.

Emotional and Social Development Finds managing change difficult. Has significant difficulties in managing Is unable to adapt to change. change.  Needs familiar adult in sight.

May have difficulty with emotional Begins to develop social response. Makes simple social responses. responses to others.  Accepts offered toys.  Smiles, coos and makes excited  Shows affection towards familiar  Makes delighted response to active play. movements in response to familiar people, e.g. hugs, pats and  Responds to different tones of voice. routines. kisses.  Shows eagerness, anger and pleasure by  Responds with obvious pleasure to playful  Finds it difficult to cope with body movement, facial expression, handling when accompanied by tickling anger/frustration. vocalisation. and vocal sounds.

Begins to understand how Has limited ability to understand how actions actions impact on others. impact on others. Is unaware of cause and effect of own  Seeks attention by vocalising  Outs self or others in danger. actions. rather than crying.  Shows some signs of willingness Is withdrawn/unwilling to engage. to wait for adult attention.  Repeats actions that produce May be anxious and demonstrate

of 12 laughter. disruptive/challenging behaviour.  May occasionally display  Displays inappropriate emotional responses  Responses are seldom appropriate to inappropriate reactions, e.g. inhibited or excessive reactions unrelated situation, and child’s mood is difficult to sometimes unrelated to objects or to situation. change. events around them.  May show wildly different emotions when nothing has changed.  May continue same activity or use  Actively resists changes in routine, tries to  Reacts severely to change. same materials when adult tries to continue old activity, is difficult to distract.  May become extremely change tasks.  May become angry/unhappy when established angry/uncooperative if change is forced, routine is altered. responding with tantrums.  Occasionally shows too much or  Often shows too much or too little fear or  Fears persist despite efforts to calm or too little fear or nervousness. nervousness. comfort the child.  Has no awareness of danger.

Behavioural Development Tends to see world from own Has intense mood swings from Needs reassurance of familiar adult. Responds happily to positive attention. point of view. dependence to independence,  Cries to gain attention.  Stops crying when picked up and/or  Is easily frustrated, with eagerness to irritation,  Shows likes and dislikes strongly. spoken to. occasional temper tantrums. cooperation to resistance.  Understands ‘no’.  Stops briefly when told ‘no’,  Shows rage when thwarted. usually needing reinforcement.  Is difficult to distract when upset.  Is not dissuaded from undesirable  Obeys simple instruction. behaviour by verbal reasoning.  Responds to distraction and change of environment.

Indentify, Self Esteem and Social Presentation Has a positive sense of self and Is developing self awareness. Begins to recognise self as a separate Does not realise that people and things abilities.  Knows own name. individual. exist apart and separate from self.  Begins to distinguish between  Can distinguish between  Smiles at own image in mirror.  Follows voice or human face. ‘you’ and ‘me’. different members of the family.  Shows preference for main carer.  Has a sense of ‘me’ and ‘mine’. Is usually confident in social  Offers objects to others but does not release.  Recognises self by name and situations. image.  Has some insecurities. Is confident in social situations. Has some difficulty relating to  Seems unaware of others as people, initiates  Is consistently unaware of others’ actions.  Plays contentedly alone but likes adults and with peer group. minimal contact; attention is only gained by Rarely responds or initiates contact. to be near a familiar adult. persistent and forceful attempts.  Only the most persistent attempts to get  May be shy, fussy or annoyed at the child’s attention have any effect. being told what to do.  Avoids eye contact, is

of 12 Acts appropriately with peer excessively shy, rather group. unresponsive to adults or clingy Displays an appropriate level of to parents. independence. Social Relationships Relates more easily with adults Relates differently to various Seeks out social contact. Is becoming more aware of self in than children. adults.  Is friendly with strangers, showing occasional relation to other people and things.  Is affectionate to familiar people.  Is shy with strangers. shyness.  Fixes eyes on parent’s face.  Shows interest in strangers, but  Is affectionate to familiar adults.  Reaches out for familiar people; shows desire  Uses sounds to interact socially. may be fearful/wary.  Waves goodbye. to be picked up or held.  Reaches out to human face.  Joins in social routine (e.g. pat-a-  Enjoys lap play and social play (e.g. peek-a- cake). boo)

Self Care and Independence Has a growing level of Is slow to develop self-care Has limited self-care skills. Does not demonstrate self-care skills. competencies. skills. Disability prevents self-care in a significant Relies totally on others to meet care Self-care skills are maximised, Disability limits amount of self- range of tasks. needs. despite disability. care.  May attempt to grasp bottle/cup.  Accepts dressing and bathing routines,  Holds spoon and gets food safely  Puts hands around bottle/cup  Is dependent on adult for personal needs. may show enjoyment. to mouth. when drinking.  Is beginning to give notice of  Has no bowel/bladder control or urgent toilet needs. awareness.  May know if wet/soiled.  Co-operates with  Takes off items of clothing but is bathing/dressing. unable to put them on.  Attempts to hold spoon.

of 12 Page 10 of 12 LEARNING: a typical 2 year old ……… √ Completes 3 piece inset puzzle. √ Is beginning to ask questions, e.g. ‘what’, ‘who’. √ Points to ‘big’ and ‘little’ on request. √ Wants to share songs and finger rhymes. √ Matches three colours. √ Is beginning to talk to themselves as they play. √ Understands that objects continue to exist when not in view (object permanence). √ Begins to engage in more sustained role play, e.g. driving a car. √ Recognises familiar people in photos; by 2½ can recognise themselves in photos. √ Is beginning to understand the consequences of actions. √ Attempts to sing familiar nursery rhymes. √ Is eager to try out new experiences. √ Imitates domestic activities. √ Uses one object to represent another in pretend play. √ Likes to build with construction toys. √ Enjoys musical games.

Problem Solving and Reasoning Is reaching age appropriate skills. Is slow in reaching developmental Developmental milestones are unlikely Developmental milestones are not milestones. to be met. met. Begins to identify problems and work out possible solutions. Experiments by relating objects using Explores objects in immediate Learns through inbuilt reflexes and trial and error. environment. reactions. Begins to place objects according to  Drops and throws toys deliberately  Places objects in container in  Responds to sensory stimuli, e.g. light, size, shape, colour. and looks to see where they have imitation. loud noises.  Enjoys posting objects into boxes. fallen.  Shakes a sound making toy.  Likes to play matching and sorting  Builds with a few bricks and arranges  Removes from face a cloth that games such as stacking beakers. toys on the floor. obscures vision.  Can remove small objects from a  Puts objects into a container. container by turning it upside down.

 Shows mildly inappropriate interest in,  May show little interest in  Plays inappropriately with objects, or use of, toys/objects. toys/objects. frequently and intensively.  May be preoccupied with using  Is difficult to distract when engaged in toys/objects in a strange way (e.g. inappropriate activities. focussing on an insignificant part,

of 12 showing fascination with light, making repetitive movements, playing exclusively with one object).

Knowledge and Understanding Explores, recognises and begins to Shows preferences. Understands Explores objects in immediate Responds to sensory stimuli. understand the wider environment. object permanence. environment.  Plays with hands.  Can point to known objects.  Can point with index finger to objects  Touches and examines things.  Follows moving object.  Recognises familiar people at a of interest.  Pokes, prods and shakes.  Responds to familiar voices/sounds by distance.  Knows and responds to own name.  Discriminates between familiar people moving head to locate.  No longer explore by mouthing.  Recognises familiar sounds and and strangers.  Points to distant interesting objects voices. when outdoors.  Discriminates between different food  Remembers where objects belong. by taste.  Points to one body part, e.g. nose.  Points to familiar people, animals or  Understands the function of simple toys when requested. objects, e.g. brush and comb.  Looks for an object that has been removed from direct line of vision.

Creating Imitates simple, everyday activities. Imitates sounds and actions. Imitates sounds. Learns through refluxes and reactions.  Reaches out in response to a stimulus.  Imitates feeding doll, reading book,  Imitates a cough.  Enjoys making noises by banging brushing floor, washing clothes.  Uses mark making tools to imitate to toys.  Plays pat-a-cake and waves goodbye and fro scribble. Occasionally imitates. both spontaneously and on request.  Takes objects to mouth less often.  Likes paint and crayons.  Enjoys listening to rhymes and songs.  Enjoys trying to sing as well as listening to music and song.  Enjoys sand and water play.  Is interested in exploring small objects, looking for minute detail.

 Can imitate sounds, words and  Generally imitates simple  Imitates sometimes, with persistence  Rarely or never imitates sounds, movements. behaviours, e.g. clapping or single and help from an adult; frequently words or movements even with verbal sounds, sometimes after imitates after a delay. prompting and assistance from an prompting or a delay. adult.