Developmental Milestones For Ages 2-3 Years of Age

By AASLDecember 3, 2020

Childhood development is complex. Between fine motor and gross motor development, and the variability between children, it’s not always easy to tell if your child’s development is considered “typical.” If you’re worried that your child’s writing and pre-writing development may be atypical, here is a tool for you to use. These are the developmental milestones in writing that average children meet by certain ages. Also, there are lists of indications that your child’s fine motor/handwriting development may be atypical.

At 2-3 years, average milestones include:

  • Pre-Writing Strokes – Between 2-2.5 years old, a child should be able to now imitate vertical and horizontal lines, and by 2.5-3 years old, a child should be able to imitate drawing a circle.
  • Holding crayons – A child between ages 2 and 3 will typically hold a crayon with his fingers, but the crayon might still look awkward in his hands. He may hold the crayon with part of it resting on top of his hand or part of it under his hand.
  • Painting – At 2, most children can use paints and have control over a brush.

You may want to talk to an occupational therapist if you have a 3-yr-old who hasn’t met the following milestones…

  • Does not scribble or make marks on paper when you give her a crayon or pencil
  • Cannot imitate you when you draw a straight line, horizontal line, or circle
  • Uses a full fist to hold crayons

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We created AASL because we desire to provide something more to our clients than what is just traditionally provided inside the 4 walls of a therapy room.  We created AASL because we desire to provide a level of care where our clients feel like an extension of our family, knowing they are getting the best, skilled, compassionate support for their child.

Case-Smith, J., & OBrien, J. C. (2014). Occupational Therapy For Children. St. Louis: Mosby.

DISCLAIMER: Information published about one particular disorder does not necessarily apply to every individual who has the disorder discussed in this article. Treatments, therapies and suggestions are highly individual and must be customized to the needs of each person to be effective. Do not make changes to your/your child’s treatment plan as a result of what you read in this article (or any content published by AASL) without consulting your/your child’s physicians and therapists. This content does not necessarily reflect the opinions of All About Speech and Language or its therapists. To understand the opinions and recommendations of your/your child’s AASL therapist, schedule an appointment with your therapist to discuss your concerns.

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