The short answer
By age 2, CDC milestones include running, kicking a ball, walking up a few stairs with or without help, saying at least two words together, and using several gestures. These are skills most children can do by that age, not a complete picture or diagnosis. In England, a universal health and development review is offered between 24 and 30 months; local services elsewhere may differ.
In this guide · 12 sections
Keep in mind
- CDC’s milestone list describes behaviours most children can do by age 2 and is not a diagnostic screening tool.
- Movement, communication, social, thinking, and self-care skills all contribute to the picture.
- Share concerns and skill loss early; routine review schedules vary by country.
How should you think about development at 24 months?
Development includes how a child moves, communicates, plays, learns, and takes part in daily routines. No single skill describes the whole child.
The CDC’s 2-year checklist lists skills that at least 75% of children can do by that age. It is intended to support monitoring and conversation, not to diagnose a developmental condition.
Use the list alongside what you notice at home and in childcare. A child may show a skill differently depending on language, familiarity, tiredness, or setting.
What communication skills may be present?
CDC milestones at age 2 include pointing to things in a book when asked, saying at least two words together, pointing to two body parts on request, and using gestures beyond waving and pointing.
These examples are not a full language assessment. Notice how your child asks for help, shares attention, understands familiar words, and communicates in all the languages they hear.
If you are concerned about speech or understanding, ask a clinician about hearing and communication assessment rather than waiting for speech to catch up on its own.
What social and emotional skills may appear?
A 2-year-old may notice when someone is upset and look to a familiar adult’s face to understand how to respond in a new situation.
Children still need adults to help with frustration, transitions, and play with other children. Emotional outbursts do not by themselves indicate a developmental problem.
Discuss patterns that concern you, especially when they occur across settings or alongside communication and play concerns.
How can play and learning change?
Children may use more than one toy together, try buttons or switches on a toy, and explore how objects work.
Simple pretend play and copying familiar actions may become more noticeable. Follow your child’s lead and add a word or action to extend the play.
Children may play beside other children without sharing smoothly. An adult can help model taking turns and responding to conflict.
Which movement skills are on the CDC list?
At age 2, CDC lists kicking a ball, running, and walking—not climbing—up a few stairs with or without help. Using a spoon is also included as a movement and self-help milestone.
These items describe skills most children can do by 2, not a standard every child performs identically or on demand.
For practice, use a clear, level space and a soft ball; supervise closely on steps. Do not use stairs as a test or leave a toddler unattended near them.
What daily skills may a child try?
A toddler may want to use a spoon, help with a familiar routine, or take part in dressing and handwashing. Independence is still emerging and help remains normal.
Offer safe choices and one small step to try. Keep choking hazards, medicines, hot drinks, and cleaning products out of reach.
Avoid judging progress by how tidy or fast a task is. The opportunity to participate is more useful than perfect results.
Why might skills appear at different times?
Children develop unevenly and may use a skill in one setting before showing it in another. Practice, health, opportunity, language, and individual differences can affect what you observe.
A checklist does not measure every aspect of development. If a skill is missing or you are concerned, share examples with a health professional.
Any loss of a previously acquired skill deserves prompt discussion, even if other skills are developing.
When should you speak with a clinician?
The US screening schedule is not a UK-wide timetable. In England, a universal health and development review is offered between 24 and 30 months; services and review arrangements vary across the UK nations.
Ask your health visitor or GP how to raise concerns and access local developmental assessment. You do not need to wait for a scheduled review if something worries you.
A milestone list supports observation and conversation; it does not diagnose a condition. Ask what follow-up is available if concerns remain.
What can you try today?
Choose a favorite movement game, book, or pretend-play activity and follow your child’s interest for a few minutes.
Notice communication in daily life: words, gestures, looking, pointing, and responses to familiar requests.
Write down a question or concern and bring it to a health professional. Include any skills your child has lost and when you first noticed.
Keep the milestone list as a conversation aid, not a diagnosis or comparison chart.
When to seek support
Some signs need emergency help; other concerns can be discussed with your child’s healthcare team.
- Contact a clinician if your child loses a skill they previously used, or if you are concerned about development.
- A milestone checklist does not replace a validated developmental screen or clinical assessment.
Sources used for this guide
English editorial review:
The English text and regional guidance have been checked editorially. This is not an individual clinical assessment.
Luluna provides general parenting information. It does not diagnose conditions or replace your child’s healthcare professional.
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