Negotiates space successfully when playing racing and chasing games with other children, adjusting speed or changing direction to avoid obstacles.
Observe whether the child: negotiates space successfully when playing racing and chasing games with other children, adjusting speed or changing direction to avoid obstacles.
What it looks like
Three ways this behaviour shows up as a child grows. Each level includes everyday moments to watch for.
Emerging
Just starting
The child participates in chasing games but needs reminders to slow down or watch where they are going. They can sometimes avoid stationary obstacles, yet collisions or near-misses are common when peers move unpredictably.
What you might see
Runs straight through a group and collides or needs an adult to block them to prevent a crash.
When another child crosses their path, they do not slow/turn and instead bump or fall.
Stops only after crashing into a boundary (wall, fence, bench) rather than stopping before it.
Slows down only after an adult says "slow" or physically steps into their path.
Avoids a stationary obstacle (cone/tree) but bumps into a moving child during the same game.
Changes direction by stopping fully, turning, then restarting rather than steering while moving.
Expected
On track
The child adjusts speed or direction some of the time, especially for visible obstacles, and can avoid simple collisions in familiar spaces. They still misjudge moving peers and may need prompts to use safer routes.
What you might see
Sidesteps around a peer or obstacle in some moments, but still has occasional near-collisions when excited.
Slows at corners or near boundaries in a familiar play area without being told every time.
Chooses a wider route around an obstacle after one prompt (e.g., "go around the bench").
Exceeding
Going further
The child consistently negotiates shared space during racing/chasing, changing speed and direction to avoid both obstacles and other children. They anticipate intersections, stop or slow when needed, and keep play safe and cooperative.
What you might see
During chase, looks ahead and adjusts path to avoid other children without breaking the game.
Changes speed (slower in crowded area, faster in open space) within the same game appropriately.
Stops or slows when approaching a boundary line and re-enters play safely.
Anticipates where others will move and takes a safer line (e.g., curves around rather than cutting across).
Suggests or follows agreed "rules" for safe chasing (e.g., no pushing, safe zones) and reminds others mid-game.
Leads a simple chase game and sets a route that reduces collisions (e.g., "run around the tree, not through the middle").
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Outdoor chase: play "tag" or "what’s the time, Mr Wolf" with 2–3 children. Notice whether your child changes direction/speed to avoid others without bumping.
Park obstacle scan: during a run, point out a bench/tree and say "find a safe way around." Observe whether your child plans the route and slows/turns in time.
Crowded-to-open transition: watch your child move from a busy area (near bags/parents) into open space. Do they naturally slow in the busy zone and speed up when clear?
Boundary rule: mark a "no-run" zone (chalk or imaginary) and a "run" zone. Notice whether your child respects the boundary and adjusts speed accordingly.
After-game reflection: ask "How did you keep everyone safe while running?" Notice whether your child can describe or demonstrate a safe strategy (slow at corners, look ahead, give space).
Connected behaviours
Behaviours that scaffold, follow, or co-emerge with this one.
The framework source and supporting developmental research.
Framework source
Development Matters in the EYFS (2012) — Physical Development: Moving and Handling
Negotiating shared space during chasing games is specified as an EYFS observable indicator of advanced gross-motor control, spatial awareness, and safe participation in peer play.
Five-level rubric (detailed)ShowHide
The full progression underlying the three levels above. Used by the platform’s reasoning agent when planning activities and observations.
Not Yet
In racing/chasing play, the child runs without scanning the space and frequently bumps into others or obstacles. They struggle to change direction safely and may freeze, crash, or become dysregulated when paths intersect.
Runs straight through a group and collides or needs an adult to block them to prevent a crash.
When another child crosses their path, they do not slow/turn and instead bump or fall.
Stops only after crashing into a boundary (wall, fence, bench) rather than stopping before it.
Emerging
The child participates in chasing games but needs reminders to slow down or watch where they are going. They can sometimes avoid stationary obstacles, yet collisions or near-misses are common when peers move unpredictably.
Slows down only after an adult says "slow" or physically steps into their path.
Avoids a stationary obstacle (cone/tree) but bumps into a moving child during the same game.
Changes direction by stopping fully, turning, then restarting rather than steering while moving.
Developing
The child adjusts speed or direction some of the time, especially for visible obstacles, and can avoid simple collisions in familiar spaces. They still misjudge moving peers and may need prompts to use safer routes.
Sidesteps around a peer or obstacle in some moments, but still has occasional near-collisions when excited.
Slows at corners or near boundaries in a familiar play area without being told every time.
Chooses a wider route around an obstacle after one prompt (e.g., "go around the bench").
Secure
The child consistently negotiates shared space during racing/chasing, changing speed and direction to avoid both obstacles and other children. They anticipate intersections, stop or slow when needed, and keep play safe and cooperative.
During chase, looks ahead and adjusts path to avoid other children without breaking the game.
Changes speed (slower in crowded area, faster in open space) within the same game appropriately.
Stops or slows when approaching a boundary line and re-enters play safely.
Reflexive
The child uses flexible movement strategies (feints, quick turns, purposeful slowing) while staying safe and considerate. They can help set up fair game boundaries/routes and support peers in safer negotiation of space.
Anticipates where others will move and takes a safer line (e.g., curves around rather than cutting across).
Suggests or follows agreed "rules" for safe chasing (e.g., no pushing, safe zones) and reminds others mid-game.
Leads a simple chase game and sets a route that reduces collisions (e.g., "run around the tree, not through the middle").
