8–20 monthsFine Motor SkillsPhysical Development: Moving and Handling
Walks upstairs holding hand of adult.
Observe whether the child: walks upstairs holding hand of adult.
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 go upstairs with an adult holding their hand but is inconsistent; may lift one foot onto a step then sit, crawl, or lose balance without close support.
What you might see
When approaching stairs, the child stops and refuses to step up, or drops to hands and knees and crawls instead of walking even with an adult offering a hand.
With an adult holding their hand, the child attempts a step but loses balance immediately and needs to be lifted or fully supported.
The child steps up onto the first step with help but then sits down or crawls up rather than continuing to walk holding hands.
The child starts walking up holding an adult hand but frequently stumbles or pulls away, needing the adult to steady them at each step.
Expected
On track
Walks up a small number of steps holding an adult's hand, using a step-to pattern (two feet to each step) with frequent pauses or reminders to go slowly.
What you might see
The child walks up two or three steps holding an adult hand, placing both feet on each step and pausing between steps.
The child can walk upstairs holding hands when not rushed, but speeds up and becomes unsteady if excited or distracted.
Exceeding
Going further
Consistently walks upstairs holding an adult's hand, placing feet safely and managing short flights with improved balance and confidence.
What you might see
The child walks up a short flight of stairs holding an adult hand, stepping up steadily and stopping safely when asked.
The child keeps their hand hold throughout the climb and looks at the steps, showing improved balance and fewer stumbles.
The child waits at the bottom of the stairs and offers their hand before starting, without being prompted, then climbs steadily.
If a step is higher or narrower, the child slows down, adjusts foot placement, and continues safely while maintaining the hand hold.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
On the stairs at home (with close supervision), notice whether your child waits for your hand before starting and keeps holding it while stepping up.
When climbing a short set of steps outside (playground/library), observe whether your child places two feet on each step and pauses to balance while holding hands.
During a transition (bedtime/going out), watch whether your child can walk upstairs holding hands without rushing when you say "slowly".
Try different stairs (caravan steps, outdoor steps, indoor stairs); notice whether your child adapts pace and foot placement while keeping hold of your hand.
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 (8–20 months).
The construct is framework-native and describes supported stair-walking as an observable locomotor behaviour within the early movement progression.
Other sources
Folio, M. R., & Fewell, R. R. (2000). Peabody Developmental Motor Scales, Second Edition (PDMS-2). PRO-ED.
Gross-motor development is operationalised in standardised measures through observable locomotion and balance tasks consistent with supported stair navigation.
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
Does not walk upstairs holding an adult's hand; avoids stairs, crawls, or needs to be carried. Cannot coordinate stepping up safely even with support.
When approaching stairs, the child stops and refuses to step up, or drops to hands and knees and crawls instead of walking even with an adult offering a hand.
With an adult holding their hand, the child attempts a step but loses balance immediately and needs to be lifted or fully supported.
Emerging
Attempts to go upstairs with an adult holding their hand but is inconsistent; may lift one foot onto a step then sit, crawl, or lose balance without close support.
The child steps up onto the first step with help but then sits down or crawls up rather than continuing to walk holding hands.
The child starts walking up holding an adult hand but frequently stumbles or pulls away, needing the adult to steady them at each step.
Developing
Walks up a small number of steps holding an adult's hand, using a step-to pattern (two feet to each step) with frequent pauses or reminders to go slowly.
The child walks up two or three steps holding an adult hand, placing both feet on each step and pausing between steps.
The child can walk upstairs holding hands when not rushed, but speeds up and becomes unsteady if excited or distracted.
Secure
Consistently walks upstairs holding an adult's hand, placing feet safely and managing short flights with improved balance and confidence.
The child walks up a short flight of stairs holding an adult hand, stepping up steadily and stopping safely when asked.
The child keeps their hand hold throughout the climb and looks at the steps, showing improved balance and fewer stumbles.
Reflexive
Initiates safe stair-walking routines (waits for hand, slows down, watches feet) and adapts to different stairs/steps while maintaining a steady hold and control.
The child waits at the bottom of the stairs and offers their hand before starting, without being prompted, then climbs steadily.
If a step is higher or narrower, the child slows down, adjusts foot placement, and continues safely while maintaining the hand hold.
