Moves freely and with pleasure and confidence in a range of ways, such as slithering, shuffling, rolling, crawling, walking, running, jumping, skipping, sliding and hopping.
Observe whether the child: moves freely and with pleasure and confidence in a range of ways, such as slithering, shuffling, rolling, crawling, walking, running, jumping, skipping, sliding and hopping.
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 tries a few different movements when prompted, but confidence is inconsistent and they return quickly to familiar patterns. Enjoyment is present in short bursts, especially in safe, predictable spaces.
What you might see
During active play time, the child mostly stands/watches or clings to an adult instead of joining movement play.
When invited to try a new movement (e.g., "roll like a log"), the child stops and says "no" or becomes distressed.
On the floor, they choose only walking and do not attempt crawling/rolling/sliding even when space is available.
Copies one new movement after an adult models it (e.g., shuffles sideways) but does not repeat it independently.
Attempts a small jump or hop but immediately returns to walking/running without exploring more.
Enjoys a movement song briefly, then disengages when the movement changes (e.g., from marching to hopping).
Expected
On track
The child moves in a wider range of ways during play and can copy simple movement ideas with support. Confidence is strongest in familiar contexts and may drop with new equipment or crowded spaces.
What you might see
Uses at least 3 different movement types in one play session (e.g., crawl under table, run to toy, jump off a low step).
With an adult cue, tries "move like an animal" in two different ways (e.g., snake slither, bunny hop).
Transitions from running to stopping to a crouch without falling most of the time.
Exceeding
Going further
The child spontaneously uses many movement types (e.g., crawl, jump, run, roll) and shows clear enjoyment and confidence. They adapt their body to different play set-ups and transitions between movements smoothly.
What you might see
Spontaneously rolls, crawls, and runs during pretend play (e.g., "going through a tunnel" then "chasing").
Joins movement games with visible enjoyment (smiling/laughing) and keeps moving without repeated adult reassurance.
Tries a new movement on equipment (e.g., slide) and repeats it willingly.
Creates a mini "movement sequence" (e.g., hop to the mat, jump, then crawl back) and repeats it for fun.
Adjusts how they move to fit a challenge (e.g., slower careful steps on a narrow path, faster run in open space).
Suggests movement ideas to peers (e.g., "let’s roll" / "you crawl under").
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Indoor movement story: read a favourite story and add actions (crawl, tiptoe, jump). Notice whether your child joins in and tries varied movements without getting stuck on one action.
Outdoor playground: watch whether your child chooses different ways of moving (run, climb, slide, jump) rather than repeating only one activity.
Transition moment: when it’s time to go upstairs or tidy up, see whether your child can shift from active movement to walking safely without becoming dysregulated.
Bath-time movement: in a safe dry area after bath, invite "roll like a sausage towel" or "crawl to your pyjamas." Notice willingness and confidence.
Music game: play 'stop/go' with different movement styles (march, shuffle, hop). Observe whether your child can switch styles and stay engaged.
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
Varied locomotor movement is framed as a core, observable indicator of gross-motor confidence and participation in active play within EYFS progression.
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
The child avoids varied movement and prefers to stay still or use only one familiar way of moving. New movement ideas often lead to stopping, seeking help, or becoming upset.
During active play time, the child mostly stands/watches or clings to an adult instead of joining movement play.
When invited to try a new movement (e.g., "roll like a log"), the child stops and says "no" or becomes distressed.
On the floor, they choose only walking and do not attempt crawling/rolling/sliding even when space is available.
Emerging
The child tries a few different movements when prompted, but confidence is inconsistent and they return quickly to familiar patterns. Enjoyment is present in short bursts, especially in safe, predictable spaces.
Copies one new movement after an adult models it (e.g., shuffles sideways) but does not repeat it independently.
Attempts a small jump or hop but immediately returns to walking/running without exploring more.
Enjoys a movement song briefly, then disengages when the movement changes (e.g., from marching to hopping).
Developing
The child moves in a wider range of ways during play and can copy simple movement ideas with support. Confidence is strongest in familiar contexts and may drop with new equipment or crowded spaces.
Uses at least 3 different movement types in one play session (e.g., crawl under table, run to toy, jump off a low step).
With an adult cue, tries "move like an animal" in two different ways (e.g., snake slither, bunny hop).
Transitions from running to stopping to a crouch without falling most of the time.
Secure
The child spontaneously uses many movement types (e.g., crawl, jump, run, roll) and shows clear enjoyment and confidence. They adapt their body to different play set-ups and transitions between movements smoothly.
Spontaneously rolls, crawls, and runs during pretend play (e.g., "going through a tunnel" then "chasing").
Joins movement games with visible enjoyment (smiling/laughing) and keeps moving without repeated adult reassurance.
Tries a new movement on equipment (e.g., slide) and repeats it willingly.
Reflexive
The child links movements creatively (e.g., run then jump then roll) and experiments with how to move in new ways. They can lead a movement game, model actions for others, and generalise movement confidence to new environments.
Creates a mini "movement sequence" (e.g., hop to the mat, jump, then crawl back) and repeats it for fun.
Adjusts how they move to fit a challenge (e.g., slower careful steps on a narrow path, faster run in open space).
Suggests movement ideas to peers (e.g., "let’s roll" / "you crawl under").
