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8–20 monthsFine Motor Skills

Beginning to balance blocks to build a small tower.

Observe whether the child: beginning to balance blocks to build a small tower.

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 to place one block on another but balance is unstable and the tower collapses quickly; may need adult to steady blocks or set up the base.

What you might see

  • The child bangs two blocks together or throws blocks and does not attempt to place one on top of another even when an adult models stacking.
  • When a block is placed on another by an adult, the child knocks it off immediately rather than trying to balance it.
  • The child tries to place a second block on top but it slips off the edge and they do not adjust placement without adult help.
  • The child briefly stacks two blocks but the tower collapses and they move on without trying again.

Expected

On track

Can stack two blocks (and sometimes a third) in supported play, using careful placement and pauses, but success is inconsistent across attempts.

What you might see

  • The child stacks two blocks after several tries, using both hands to position the top block and pausing to steady it.
  • The child builds a two-block tower on a firm surface, but when moved to carpet or a smaller base the tower collapses more often.

Exceeding

Going further

Consistently balances blocks to build a small tower, placing blocks carefully and adjusting position to keep the tower stable, then repeats the build in play.

What you might see

  • The child stacks three or more blocks with careful placement and keeps the tower standing long enough to look at it or show an adult.
  • If the tower leans, the child adjusts the top block position (slides it toward the centre) rather than just knocking it down.
  • After a collapse, the child tries again and changes approach (starts with bigger blocks, builds on a flatter surface, slows down placement).
  • The child builds a tower and then uses it in play (adds a toy on top, makes it part of a story) while keeping the structure stable.

Try this at home

Small everyday moments where you can notice this behaviour without setting up anything special.

  • During block play, notice whether your child tries to place one block on another and pauses to balance it rather than knocking it down immediately.

  • Try stacking on different surfaces (tray vs carpet); observe whether your child adjusts placement to keep the tower stable.

  • Offer blocks of different sizes; notice whether your child chooses bigger blocks for the base and attempts a small tower.

  • When a tower falls, watch whether your child tries again and changes strategy (slower placement, re-building from a wider base).

Connected behaviours

Behaviours that scaffold, follow, or co-emerge with this one.

Where this comes from

The framework source and supporting developmental research.

Framework source

  • Development Matters in the EYFS (2012) — Physical Development: Moving and Handling (8–20 months).

    The construct is framework-native and describes early fine-motor coordination for balancing and stacking blocks as an observable behaviour.

Other sources

  • Folio, M. R., & Fewell, R. R. (2000). Peabody Developmental Motor Scales, Second Edition (PDMS-2). PRO-ED.

    Fine-motor and visual-motor skills are assessed via observable manipulation tasks aligned with stacking and controlled placement of objects.

Five-level rubric (detailed)Show

The full progression underlying the three levels above. Used by the platform’s reasoning agent when planning activities and observations.

Not Yet
Does not attempt to balance blocks into a tower; mainly bangs, mouths, or throws blocks and does not place one on top of another intentionally.
  • The child bangs two blocks together or throws blocks and does not attempt to place one on top of another even when an adult models stacking.
  • When a block is placed on another by an adult, the child knocks it off immediately rather than trying to balance it.
Emerging
Attempts to place one block on another but balance is unstable and the tower collapses quickly; may need adult to steady blocks or set up the base.
  • The child tries to place a second block on top but it slips off the edge and they do not adjust placement without adult help.
  • The child briefly stacks two blocks but the tower collapses and they move on without trying again.
Developing
Can stack two blocks (and sometimes a third) in supported play, using careful placement and pauses, but success is inconsistent across attempts.
  • The child stacks two blocks after several tries, using both hands to position the top block and pausing to steady it.
  • The child builds a two-block tower on a firm surface, but when moved to carpet or a smaller base the tower collapses more often.
Secure
Consistently balances blocks to build a small tower, placing blocks carefully and adjusting position to keep the tower stable, then repeats the build in play.
  • The child stacks three or more blocks with careful placement and keeps the tower standing long enough to look at it or show an adult.
  • If the tower leans, the child adjusts the top block position (slides it toward the centre) rather than just knocking it down.
Reflexive
Builds small towers flexibly (different blocks/surfaces), persists after collapse by changing strategy, and may extend the tower or incorporate it into pretend play.
  • After a collapse, the child tries again and changes approach (starts with bigger blocks, builds on a flatter surface, slows down placement).
  • The child builds a tower and then uses it in play (adds a toy on top, makes it part of a story) while keeping the structure stable.