Toddler status report (TSR)

Here's an excerpt from an extension publication describing the average two-year-old:

Physical Development

• Children are generally more active than at any other point in their lives. (!)
  
• They walk, run, climb, walk up and down stairs alone, and dig.
  
• They throw balls and kick them forward.
  
• They jump with two feet together. (Melina's been doing this for ages)
  
• They stand on tip toes. (Melina doesn't do this! Strange, because this was one of my favorite activities as a little girl).
  
• They take things apart and put them back together. They like to screw and unscrew lids. (That's the understatement of the year)
  
• They feel discomfort with wet or soiled diapers. (But not enough to actually want to do anything about it)
  
• They start to show an interest in toilet training. (A passing interest)
  

Emotional Development

• They begin to play simple pretend games. Their fantasy play is very short and simple. It does not involve others. (True, unless it involves putting mommy down for a nap, or playing monster with daddy)
  
• They are generally very self-centered and sharing is still difficult. They enjoy playing near other children. (True; Melina will sometimes share with Amanda, but that's about it, and that's pretty rare)
  
• They try to assert themselves by saying "no." (Often)
  
• They sometimes do the opposite of what is asked. (Often)
  
• They like to imitate the behavior of adults and others. They want to help with household tasks. (Melina got me the dustpan today while I was sweeping!)
  
• They become frustrated easily. (Yes, but not as often as six months ago)
  
• They refuse help. (Ditto)
  
• They still need security.
  
• They are more sure of themselves than one-year-old children. (Melina actually seems to have more fears now, because she has more of an imagination)
  

Intellectual Development

• They follow simple directions. (Sometimes)
  
• They use three or more words in combination. (Or ten)
  
• They express their feelings and wishes. (Forcefully)
  
• They use objects to represent other objects.
  
• They still have a very limited attention span.
  
• They can memorize short rhymes. (Or make them up - but then they don't rhyme)
  
• They join in simple songs. (Or make them up)
  
• They begin to think about doing something before doing it. (But not very hard)
  
• They have trouble making choices, but they want to make choices. (I want to do it myself! Help me!)

Melina is talking pretty much constantly now. Her two favorite themes are "Why?" (the Why phase started on December 26) and "One day?" (as in, tell me a story?). She is getting better at making up stories (and they ALWAYS involve her, and often Amanda or kids from preschool). A typical conversation might go:

Melina: Mommy, one day?
Jennifer: Oh, my brain is empty. How about if you tell me a one day?
M: No, one day, one day! One day!
J: OK. One day, Melina was out for a walk when she met a big bear.
M: (Plaintively) Why?
J: Because the bear was out taking a walk.
M: Why?
J: Because it wanted to get out of the house.
M: Why?
J: Why don't you tell me? Why did the bear leave?
M: Because it wanted to eat Melina UP!

She seems pretty much obsessed with monsters lately - friendly monsters who want to hold her hand, scary monsters who want to eat her up, and friendly monsters who tell the scary monsters that "no, you can not eat Melina up." Good thing we have the Monster Spray in the bathroom.