16–26 monthsFine Motor SkillsPhysical Development: Moving and Handling
Turns pages in a book, sometimes several at once.
Observe whether the child: turns pages in a book, sometimes several at once.
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 turn pages by grabbing a thick chunk or swiping across the book edge. Turns multiple pages at once or needs adult help to complete the turn.
What you might see
During reading, the child holds the book but does not move any pages when the adult pauses for them to turn.
The child repeatedly closes the book or taps the cover instead of lifting a page to turn it.
The child swipes a whole hand across the right edge and several pages flip over together.
The child grips the corner of a page but releases before it turns, then looks to the adult to finish.
Expected
On track
Turns pages during shared reading with partial control. Often turns more than one page at a time but is clearly attempting the page-turn action independently.
What you might see
The child lifts a page and turns it over, but frequently brings two or three pages along.
The child turns pages best in a board book and struggles more with thinner pages, needing occasional help.
Exceeding
Going further
Turns pages more deliberately, usually one at a time, and can slow down to match the adult's reading. Adjusts hand placement to find the page edge.
What you might see
The child uses fingertips to separate a single page and turns it without tearing it.
When the adult says "turn the page," the child pauses, finds the page edge, and turns one page at a time most of the time.
The child flips forward or back to find a picture they want, then stops on the correct page.
The child turns pages gently in a thin-paged book, using one hand to hold the book steady and the other to turn.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
At bedtime storytime, pause at the end of a page and say "your turn"; notice whether your child attempts to lift and turn a page independently.
In a waiting moment (e.g., before leaving the house), offer a small board book and watch whether your child turns pages to keep themselves engaged.
Try two book types (board book and thin pages) and notice whether your child changes how carefully they turn pages depending on the paper.
During a favourite picture book, ask "can you find the page with the dog?" and notice whether your child flips pages intentionally to search.
After snack, sit with a book and see if your child can turn one page at a time when you model using just fingertips on the page corner.
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).
Page turning is specified as an observable indicator of emerging hand control and manipulation within the EYFS fine-motor developmental trajectory.
Other sources
Folio, M. R., & Fewell, R. R. (2000). Peabody Developmental Motor Scales, Second Edition (PDMS-2). PRO-ED.
Standardised motor-development assessment frameworks operationalise fine-motor progression via observable manipulation tasks consistent with controlled page turning.
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 attempt to turn pages; primarily pats, chews, or closes the book. Waits for an adult to change pages.
During reading, the child holds the book but does not move any pages when the adult pauses for them to turn.
The child repeatedly closes the book or taps the cover instead of lifting a page to turn it.
Emerging
Attempts to turn pages by grabbing a thick chunk or swiping across the book edge. Turns multiple pages at once or needs adult help to complete the turn.
The child swipes a whole hand across the right edge and several pages flip over together.
The child grips the corner of a page but releases before it turns, then looks to the adult to finish.
Developing
Turns pages during shared reading with partial control. Often turns more than one page at a time but is clearly attempting the page-turn action independently.
The child lifts a page and turns it over, but frequently brings two or three pages along.
The child turns pages best in a board book and struggles more with thinner pages, needing occasional help.
Secure
Turns pages more deliberately, usually one at a time, and can slow down to match the adult's reading. Adjusts hand placement to find the page edge.
The child uses fingertips to separate a single page and turns it without tearing it.
When the adult says "turn the page," the child pauses, finds the page edge, and turns one page at a time most of the time.
Reflexive
Uses page turning purposefully to look for favourite pages or pictures, handles different book types more carefully, and can coordinate page turning in turn-taking reading.
The child flips forward or back to find a picture they want, then stops on the correct page.
The child turns pages gently in a thin-paged book, using one hand to hold the book steady and the other to turn.
