40–60 monthsManaging SelfPersonal, Social and Emotional Development: Self-confidence and self-awareness
Shows understanding of how to transport and store equipment safely.
Observe whether the child: shows understanding of how to transport and store equipment safely.
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
With reminders, attempts to carry and put away equipment more carefully, but choices are inconsistent and safety rules are not reliably remembered. May correct behaviour only after an adult intervenes.
What you might see
Runs while carrying a long object (e.g., stick/bat) and swings it near others.
Drops equipment where they finish using it, creating a trip hazard, and walks away.
Carries items with one hand when they are clearly too heavy or awkward, causing spills or bumps.
After an adult reminder, switches to carrying a tray/box with two hands but forgets again the next time.
Puts items into a storage area but jams them in roughly or leaves parts sticking out.
Stops when told "walk" and slows down while carrying equipment, but needs repeated prompts.
Expected
On track
Usually transports common equipment safely in familiar routines and can follow basic storage expectations when prompted. Can explain a simple safety rule (e.g., "carry with two hands") but may forget when excited.
What you might see
Carries equipment at walking pace and watches where they are going in a busy room.
Returns a toy to the correct box after being prompted, and closes the lid or places it fully inside.
Says a simple rule like "pointy end down" or "two hands" when reminded.
Exceeding
Going further
Consistently transports and stores equipment safely across contexts without direct supervision. Checks for people/space, uses appropriate carrying strategies, and returns equipment to the right place in a safe way.
What you might see
Carries scissors/tools with points down and close to the body while walking.
Moves a large item (e.g., box of blocks) by asking for help or using two hands and keeping it low.
Tidy-ups without prompting by putting equipment back where it belongs and keeping walkways clear.
Notices a crowded space and chooses an alternate route or waits before carrying equipment through.
Suggests a safe system (e.g., "one person at a time with the big box") during tidy-up.
Helps a younger child store equipment safely by showing where it goes and how to carry it.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
At tidy-up time after play, observe whether your child puts equipment away so that floors and pathways are clear (no tripping hazards).
When carrying a plate/tray to the table, notice whether your child slows down, uses two hands, and watches where they are going.
During outdoor play, ask your child to put away bikes/scooters and observe whether they park them safely (not blocking paths).
When packing a bag (library/swim), notice whether your child chooses safe ways to carry heavier items and asks for help when needed.
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), Department for Education (DfE).
This construct is directly specified in DM2012 health and self-care guidance and is intended to be observed through routine handling of tools and resources.
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
Carries or moves equipment in ways that create hazards (e.g., swinging, running with items) and does not put equipment away safely. Needs constant adult direction and does not anticipate risk to self or others.
Runs while carrying a long object (e.g., stick/bat) and swings it near others.
Drops equipment where they finish using it, creating a trip hazard, and walks away.
Carries items with one hand when they are clearly too heavy or awkward, causing spills or bumps.
Emerging
With reminders, attempts to carry and put away equipment more carefully, but choices are inconsistent and safety rules are not reliably remembered. May correct behaviour only after an adult intervenes.
After an adult reminder, switches to carrying a tray/box with two hands but forgets again the next time.
Puts items into a storage area but jams them in roughly or leaves parts sticking out.
Stops when told "walk" and slows down while carrying equipment, but needs repeated prompts.
Developing
Usually transports common equipment safely in familiar routines and can follow basic storage expectations when prompted. Can explain a simple safety rule (e.g., "carry with two hands") but may forget when excited.
Carries equipment at walking pace and watches where they are going in a busy room.
Returns a toy to the correct box after being prompted, and closes the lid or places it fully inside.
Says a simple rule like "pointy end down" or "two hands" when reminded.
Secure
Consistently transports and stores equipment safely across contexts without direct supervision. Checks for people/space, uses appropriate carrying strategies, and returns equipment to the right place in a safe way.
Carries scissors/tools with points down and close to the body while walking.
Moves a large item (e.g., box of blocks) by asking for help or using two hands and keeping it low.
Tidy-ups without prompting by putting equipment back where it belongs and keeping walkways clear.
Reflexive
Anticipates hazards and adapts storage/transport to the situation (space, weight, wet floor, younger children nearby). Can suggest or model safe routines for others and helps maintain an organised, safe environment.
Notices a crowded space and chooses an alternate route or waits before carrying equipment through.
Suggests a safe system (e.g., "one person at a time with the big box") during tidy-up.
Helps a younger child store equipment safely by showing where it goes and how to carry it.
