Sign inStart free
Back to EYFS framework
40–60 monthsGross Motor Skills

Shows a preference for a dominant hand.

Observe whether the child: shows a preference for a dominant hand.

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

Shows a slight preference in some activities but switches when the tool changes, when rushed, or when the task becomes harder.

What you might see

  • Swaps a crayon from one hand to the other mid-scribble or between short marks with no clear pattern.
  • Alternates spoon hands from bite to bite, even when seated comfortably and not interrupted.
  • Throws a soft ball/beanbag with either hand randomly across repeated turns.
  • Starts drawing with one hand but switches when the paper angle changes or the mark becomes smaller.
  • Uses one hand for some familiar tasks (e.g., brushing teeth) but changes hands for similar tasks (e.g., stirring, feeding).
  • Shows different “preferred” hands across days or across settings (home vs. outdoors).

Expected

On track

Uses one hand more often for precision tasks while the other steadies or assists; preference is clearer in familiar routines.

What you might see

  • Uses the same hand to draw/colour for most of a short activity while the other hand holds the paper in place.
  • Chooses the same hand for fork/spoon in a routine meal, but may switch if distracted or tired.
  • Holds scissors in the same hand across attempts while the other hand manages the paper with reminders.

Exceeding

Going further

Consistently chooses the same hand for most one-handed tasks and uses the other hand as a helper/stabiliser.

What you might see

  • Reaches for a pencil/crayon with the same hand each time it is offered or placed on the table.
  • Throws a beanbag/ball with the same hand across multiple turns without prompting.
  • Uses the non-dominant hand to steady paper, a bowl, or a container while the dominant hand performs the precise action.
  • Adjusts set-up by rotating paper with the helper hand so the dominant hand can keep writing/drawing comfortably.
  • Chooses a hand strategically (dominant for writing/fastening small parts; other for holding the item steady).
  • Verbalises or signals a stable preference (e.g., “This is my writing hand”) and maintains it across varied tools (chalk, pencil, paintbrush).

Try this at home

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

  • At mealtime, place the spoon/fork centrally and notice which hand your child chooses first across several meals (without reminding them).

  • During mark-making (colouring, drawing), notice whether your child keeps the same hand on the pencil while the other hand holds the paper steady.

  • In play, offer a small ball/beanbag for gentle throws into a basket and see whether your child repeatedly uses the same throwing hand.

  • During bath time, give a sponge or small cup and observe which hand does the squeezing/pouring while the other hand steadies the container or the body.

  • At story time, notice which hand your child uses to point to pictures or turn pages and whether this stays consistent across days.

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 (40–60+ months).

    Frames dominant-hand preference as an observable marker supporting developing tool use, mark-making, and coordinated movement.

Developmental research

  • Oldfield (1971), The Assessment and Analysis of Handedness: The Edinburgh Inventory (Neuropsychologia).

    Hand preference is a well-studied, behaviorally observable construct, supporting assessment via consistent hand choice across everyday tasks.

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
Uses either hand interchangeably with no consistent preference across tasks, often swapping hands mid-action.
  • Swaps a crayon from one hand to the other mid-scribble or between short marks with no clear pattern.
  • Alternates spoon hands from bite to bite, even when seated comfortably and not interrupted.
  • Throws a soft ball/beanbag with either hand randomly across repeated turns.
Emerging
Shows a slight preference in some activities but switches when the tool changes, when rushed, or when the task becomes harder.
  • Starts drawing with one hand but switches when the paper angle changes or the mark becomes smaller.
  • Uses one hand for some familiar tasks (e.g., brushing teeth) but changes hands for similar tasks (e.g., stirring, feeding).
  • Shows different “preferred” hands across days or across settings (home vs. outdoors).
Developing
Uses one hand more often for precision tasks while the other steadies or assists; preference is clearer in familiar routines.
  • Uses the same hand to draw/colour for most of a short activity while the other hand holds the paper in place.
  • Chooses the same hand for fork/spoon in a routine meal, but may switch if distracted or tired.
  • Holds scissors in the same hand across attempts while the other hand manages the paper with reminders.
Secure
Consistently chooses the same hand for most one-handed tasks and uses the other hand as a helper/stabiliser.
  • Reaches for a pencil/crayon with the same hand each time it is offered or placed on the table.
  • Throws a beanbag/ball with the same hand across multiple turns without prompting.
  • Uses the non-dominant hand to steady paper, a bowl, or a container while the dominant hand performs the precise action.
Reflexive
Coordinates both hands efficiently (dominant for precision, non-dominant for stabilising) and self-corrects hand choice to match task demands.
  • Adjusts set-up by rotating paper with the helper hand so the dominant hand can keep writing/drawing comfortably.
  • Chooses a hand strategically (dominant for writing/fastening small parts; other for holding the item steady).
  • Verbalises or signals a stable preference (e.g., “This is my writing hand”) and maintains it across varied tools (chalk, pencil, paintbrush).