Two-year-old[edit] [12] Physical Posture is more erect; abdomen still large and protruding, back swayed, because abdominal muscles are not yet fully developed. Respirations are slow and regular Body temperature continues to fluctuate with activity, emotional state, and environment. Brain reaches about 80 percent of its adult size. 16 baby teeth almost finished growing out Motor development Can walk around obstacles and walk more erectly. Squats for long periods while playing. Climbs stairs unassisted (but not with alternating feet). Balances on one foot (for a few moments), jumps up and down, but may fall. Often achieves toilet training during this year (depending on child's physical and neurological development) although accidents should still be expected; the child will indicate readiness for toilet training. Throws large ball underhand without losing balance. Holds small cup or tumbler in one hand. Unbuttons large buttons; unzips large zippers. Opens doors by turning doorknobs. Grasps large crayon with fist; scribbles. Climbs up on chair, turns, and sits down. Stacks four to six objects on top of one another. Uses feet to propel wheeled riding toys. Cognitive Eye–hand movements better coordinated; can put objects together, take them apart; fit large pegs into pegboard. Begins to use objects for purposes other than intended (may push a block around as a boat). Does simple classification tasks based on single dimension (separates toy dinosaurs from toy cars). Seems fascinated by, or engrossed in, figuring out situations: where the tennis ball rolled, where the dog went, what caused a particular noise. Attends to self-selected activities for longer periods of time. Discovering cause and effect: squeezing the cat makes her scratch. Knows where familiar persons should be; notes their absence; finds a hidden object by looking in last hiding place first. (This is what Piaget termed object permanence, which usually occurs during the sensorimotor stage of Piaget's childhood theory of cognitive development) Names familiar objects. Recognizes, expresses, and locates pain. Expected to use "magical thinking". Tells about objects and events not immediately present (this is both a cognitive and linguistic advance). Expresses more curiosity about the world. English Language Enjoys participating while being read to. Realizes language is effective for getting desired responses. Uses fifty to three-hundred words; vocabulary continuously increasing. Has broken the linguistic code; in other words, much of a two-year-old's talk has meaning to him or her. Receptive language is more developed than expressive language; most two-year olds understand significantly more than they can talk about. Utters three- and four-word statements; uses conventional word order to form more complete sentences. Refers to self as "me" or sometimes "I" rather than by name: "Me go bye-bye"; has no trouble verbalizing "mine." Expresses negative statements by tacking on a negative word such as "no" or "not": "Not more milk." Uses some plurals. Some stammering and other dysfluencies are common. Speech is as much as 65 to 70 percent intelligible. Is able to verbalize needs. Asks a lot of questions. Social and emotional Shows signs of empathy and caring: comforts another child if hurt or frightened; appears to sometimes be overly affectionate in offering hugs and kisses to children Continues to use physical aggression if frustrated or angry (for some children, this is more exaggerated than for others); Physical aggression usually lessens as verbal skills improve. Temper tantrums likely to peak during this year; extremely difficult to reason with during a tantrum. Impatient; finds it difficult to wait or take turns. Enjoys "helping" with household chores; imitates everyday activities: may try to toilet train a stuffed animal, feed a doll."Bossy" with parents and caregivers; orders them around, makes demands, expects immediate compliance from adults. Watches and imitates the play of other children, but seldom interacts directly; plays near others, often choosing similar toys and activities (parallel play);[13] solitary play is often simple and repetitive.[14] Offers toys to other children, but is usually possessive of playthings; still tends to hoard toys. Making choices is difficult; wants it both ways. Often defiant; shouting "no" becomes automatic. Ritualistic; wants everything "just so"; routines carried out exactly as before; belongings placed "where they belong."