Three ways this behaviour shows up as a child grows. Each level includes everyday moments to watch for.
Emerging
Just starting
Child sometimes lifts a foot toward a large ball but contact is accidental or very light, and the ball barely moves. They may need the ball held steady and adult prompting to attempt a kick.
What you might see
Pushes the ball with hands instead of using foot when invited to kick.
Steps on top of the ball or trips when trying to lift a foot toward it.
Walks into the ball and bumps it with legs without a kicking motion.
Lifts foot and taps the ball once; the ball moves only a tiny amount.
Attempts to kick only when an adult holds the ball steady or says “kick!”, otherwise does not try.
Swings leg but misses the ball, then gives up quickly.
Expected
On track
Child kicks a large ball in supported or familiar contexts (ball is still, flat surface), making contact that moves the ball forward a short distance. Balance and aim are variable; they may pause or use arms out for stability.
What you might see
Kicks a stationary large ball so it rolls forward at least a short distance, then chases it.
Uses arms out to the side for balance while making a kicking motion.
Kicks after taking a step toward the ball, though sometimes contacts with toe/side of foot inconsistently.
Exceeding
Going further
Child reliably kicks a large ball so it rolls forward, repeating the action across different play settings. They approach the ball, swing foot, make intentional contact, and stay upright most of the time.
What you might see
Approaches a stationary ball and kicks it forward multiple times during play without adult positioning.
Kicks the ball toward a nearby adult/peer when invited, staying upright.
After the ball stops, repositions body and kicks again (repeats sequence).
Kicks the ball in a chosen direction (e.g., toward a goal/box) more than once in a row.
Adjusts force (gentle tap vs. stronger kick) to keep the ball nearby during play.
Kicks a slowly rolling ball (sent by an adult) back toward them or to the side without falling.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Outdoor play: Put a large soft ball on grass—notice whether your child steps up and kicks it forward rather than pushing with hands.
Hallway game: Roll a large ball gently to a stop in front of your child—do they approach and kick it without you holding it still?
Turn-taking: Stand a short distance away and say “Kick it to me!”—observe whether the ball rolls toward you and whether your child stays balanced.
Park: When a ball rolls away, watch whether your child chases, stops it, and kicks again (repeat sequence).
Indoor tidy-up: Place a laundry basket as a ‘goal’—see whether your child attempts to aim a kick toward the basket.
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 (16–26 months).
Kicking a large ball is a clear, observable indicator of balance, coordination, and emerging dynamic leg control in toddler gross motor development.
Developmental research
WHO Multicentre Growth Reference Study Group (2006). WHO Motor Development Study: Windows of achievement for six gross motor development milestones.
Normative motor development research provides empirically grounded context for expected progression in early gross motor coordination and balance behaviors.
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
Child does not attempt to kick a large ball and instead uses hands, steps onto it, or walks around it. They may lose balance when trying to lift a foot toward the ball.
Pushes the ball with hands instead of using foot when invited to kick.
Steps on top of the ball or trips when trying to lift a foot toward it.
Walks into the ball and bumps it with legs without a kicking motion.
Emerging
Child sometimes lifts a foot toward a large ball but contact is accidental or very light, and the ball barely moves. They may need the ball held steady and adult prompting to attempt a kick.
Lifts foot and taps the ball once; the ball moves only a tiny amount.
Attempts to kick only when an adult holds the ball steady or says “kick!”, otherwise does not try.
Swings leg but misses the ball, then gives up quickly.
Developing
Child kicks a large ball in supported or familiar contexts (ball is still, flat surface), making contact that moves the ball forward a short distance. Balance and aim are variable; they may pause or use arms out for stability.
Kicks a stationary large ball so it rolls forward at least a short distance, then chases it.
Uses arms out to the side for balance while making a kicking motion.
Kicks after taking a step toward the ball, though sometimes contacts with toe/side of foot inconsistently.
Secure
Child reliably kicks a large ball so it rolls forward, repeating the action across different play settings. They approach the ball, swing foot, make intentional contact, and stay upright most of the time.
Approaches a stationary ball and kicks it forward multiple times during play without adult positioning.
Kicks the ball toward a nearby adult/peer when invited, staying upright.
After the ball stops, repositions body and kicks again (repeats sequence).
Reflexive
Child varies kicking intentionally (harder/softer, aiming toward a person/target) and can kick a gently rolling large ball. They coordinate approach and kick with fewer stumbles and may initiate simple turn-taking games.
Kicks the ball in a chosen direction (e.g., toward a goal/box) more than once in a row.
Adjusts force (gentle tap vs. stronger kick) to keep the ball nearby during play.
Kicks a slowly rolling ball (sent by an adult) back toward them or to the side without falling.
