Travels with confidence and skill around, under, over and through balancing and climbing equipment.
Observe whether the child: travels with confidence and skill around, under, over and through balancing and climbing equipment.
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
Attempts simple parts of an obstacle course with close adult support, pausing often and relying heavily on hands for stability.
What you might see
Stays on the ground watching others rather than stepping onto low balancing/climbing equipment.
Stops at an obstacle (e.g., a tunnel or low step) and waits to be lifted through or over.
Clings to an adult’s hand or clothing and will not move forward when the surface changes (wobbly plank, stepping stones).
Steps onto a low platform only when an adult steadies them or holds a hand.
Crawls part-way through a short tunnel then backs out, retries, or asks for help to finish.
Climbs up a couple of steps on a frame but needs adult help or reassurance to come down.
Expected
On track
Completes familiar under/over/through routes with occasional cues, showing improving balance when stepping, crawling and climbing.
What you might see
Walks along a low beam/line with arms out and a reminder to slow down to keep balance.
Steps over a low rope/bar in a familiar setup without tripping most of the time.
Climbs up and down a small ladder/steps using the rail, with an occasional cue about foot placement.
Exceeding
Going further
Independently navigates varied balancing and climbing equipment, adjusting speed and body position to stay stable and safe.
What you might see
Moves through an obstacle route (under a bench, over a low beam, through a hoop/tunnel) without adult holding, keeping balance.
Chooses handholds/footholds and climbs down safely (e.g., turns to face the ladder rather than jumping).
Self-adjusts on narrow/wobbly equipment by bending knees, slowing down, or widening stance.
Tries an alternative route when a path is blocked (goes around equipment then under) without adult direction.
Explains or demonstrates a safety step (e.g., “Hold the bar; one foot at a time”) while another child watches.
Links movements smoothly (climb up, balance across, crawl through) while staying aware of others nearby.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
At the playground, set up a mini course (crawl under a bench, step over a low log, go through a tunnel) and notice whether your child chooses a route and completes it without hand-holding.
During a transition (leaving the house/arriving somewhere), notice whether your child climbs steps/curbs confidently, looking ahead and using the rail when needed.
At home, make an obstacle path with cushions and tape lines; ask “Can you go under, over, and through?” and watch for balance and safe pacing.
On a walk, invite your child to balance along a low curb/line for a few steps and see if they self-correct when they wobble (slow down, arms out, bend knees).
During outdoor play, observe whether your child selects appropriate handholds/footholds on climbing equipment and climbs down safely rather than jumping.
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 (40–60+ months).
Positions this observable as a practitioner-facing indicator of developing balance, coordination, and safe movement through varied environments.
Developmental research
Thelen & Smith (1994), A Dynamic Systems Approach to the Development of Cognition and Action.
Motor competence emerges through repeated practice under task and environmental constraints, supporting rubrics that differentiate supported, familiar, and generalized performance.
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
Avoids balancing/climbing routes or needs continuous hand-holding; will not attempt under/over/through movements without being lifted.
Stays on the ground watching others rather than stepping onto low balancing/climbing equipment.
Stops at an obstacle (e.g., a tunnel or low step) and waits to be lifted through or over.
Clings to an adult’s hand or clothing and will not move forward when the surface changes (wobbly plank, stepping stones).
Emerging
Attempts simple parts of an obstacle course with close adult support, pausing often and relying heavily on hands for stability.
Steps onto a low platform only when an adult steadies them or holds a hand.
Crawls part-way through a short tunnel then backs out, retries, or asks for help to finish.
Climbs up a couple of steps on a frame but needs adult help or reassurance to come down.
Developing
Completes familiar under/over/through routes with occasional cues, showing improving balance when stepping, crawling and climbing.
Walks along a low beam/line with arms out and a reminder to slow down to keep balance.
Steps over a low rope/bar in a familiar setup without tripping most of the time.
Climbs up and down a small ladder/steps using the rail, with an occasional cue about foot placement.
Secure
Independently navigates varied balancing and climbing equipment, adjusting speed and body position to stay stable and safe.
Moves through an obstacle route (under a bench, over a low beam, through a hoop/tunnel) without adult holding, keeping balance.
Chooses handholds/footholds and climbs down safely (e.g., turns to face the ladder rather than jumping).
Self-adjusts on narrow/wobbly equipment by bending knees, slowing down, or widening stance.
Reflexive
Plans and adapts routes on unfamiliar equipment, links movements smoothly, and can model safe choices or coach a peer.
Tries an alternative route when a path is blocked (goes around equipment then under) without adult direction.
Explains or demonstrates a safety step (e.g., “Hold the bar; one foot at a time”) while another child watches.
Links movements smoothly (climb up, balance across, crawl through) while staying aware of others nearby.
