40–60 monthsFine Motor SkillsPhysical Development: Moving and Handling
Handles tools, objects, construction and malleable materials safely and with increasing control.
Observe whether the child: handles tools, objects, construction and malleable materials safely and with increasing control.
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 some awareness of safety and control, but is inconsistent; may follow rules only with repeated reminders and still uses too much/too little force for the task.
What you might see
During cutting or building, the child waves tools (e.g., scissors) around or uses them near others despite adult prompts to stop.
When using blocks or malleable materials, the child uses excessive force (slams/throws/crushes) and the activity frequently becomes unsafe or destructive.
The child follows a safety rule briefly (e.g., sits to cut) but then stands and walks with a tool in hand until redirected again.
The child tries to use a tool carefully but frequently overshoots the target or presses too hard, breaking pieces or spilling materials.
Expected
On track
Usually handles familiar tools and materials safely in supported contexts, with improving control, but may make errors when excited, rushed, or working with unfamiliar materials.
What you might see
With reminders, the child carries tools appropriately and uses controlled movements, but occasionally forgets and needs re-direction when excited.
The child builds with blocks or joins materials with glue with improving control, but the structure often collapses due to uneven placement or rushed handling.
Exceeding
Going further
Consistently handles a range of tools, objects, construction pieces, and malleable materials safely and with increasing control, regulating force and maintaining attention to basic routines.
What you might see
The child uses scissors or a spreader with controlled movements, keeps the non-tool hand safely placed, and stays seated/at the table throughout the task.
The child manipulates construction pieces (blocks, connectors) carefully, adjusts placement to keep the build stable, and uses an appropriate amount of force.
Before starting, the child clears space, checks where others are, and positions materials to work safely without adult prompting.
If a tool slips or a build becomes unstable, the child pauses, adjusts grip/position, and continues with safer, more controlled actions.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
During supervised craft time, notice whether your child can follow a safety routine (sit to cut, keep tools on the table) without repeated reminders.
When using construction toys (blocks, connectors), observe whether your child adjusts placement and uses gentle force to keep a build stable.
At playdough or clay time, notice whether your child can control pressure (roll, pinch, flatten) without tearing or crushing the work.
In cooking or baking play, offer a blunt spreading tool; observe whether your child keeps movements controlled and avoids unsafe swinging or rushing.
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 (40–60+ months).
The construct is framework-native and specifies safe, controlled handling of tools and materials as an observable behaviour in this age band.
Other sources
Folio, M. R., & Fewell, R. R. (2000). Peabody Developmental Motor Scales, Second Edition (PDMS-2). PRO-ED.
Motor assessments operationalise control and coordination through observable manipulation tasks aligned with safe, accurate handling of materials.
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
Handles tools and materials in an unsafe or uncontrolled way (swings, throws, pokes, crushes) and needs constant adult intervention to prevent harm or damage.
During cutting or building, the child waves tools (e.g., scissors) around or uses them near others despite adult prompts to stop.
When using blocks or malleable materials, the child uses excessive force (slams/throws/crushes) and the activity frequently becomes unsafe or destructive.
Emerging
Shows some awareness of safety and control, but is inconsistent; may follow rules only with repeated reminders and still uses too much/too little force for the task.
The child follows a safety rule briefly (e.g., sits to cut) but then stands and walks with a tool in hand until redirected again.
The child tries to use a tool carefully but frequently overshoots the target or presses too hard, breaking pieces or spilling materials.
Developing
Usually handles familiar tools and materials safely in supported contexts, with improving control, but may make errors when excited, rushed, or working with unfamiliar materials.
With reminders, the child carries tools appropriately and uses controlled movements, but occasionally forgets and needs re-direction when excited.
The child builds with blocks or joins materials with glue with improving control, but the structure often collapses due to uneven placement or rushed handling.
Secure
Consistently handles a range of tools, objects, construction pieces, and malleable materials safely and with increasing control, regulating force and maintaining attention to basic routines.
The child uses scissors or a spreader with controlled movements, keeps the non-tool hand safely placed, and stays seated/at the table throughout the task.
The child manipulates construction pieces (blocks, connectors) carefully, adjusts placement to keep the build stable, and uses an appropriate amount of force.
Reflexive
Anticipates risks and adjusts behaviour proactively (sets up space, slows down, chooses safer options), and can remind peers or explain safety routines while maintaining precise control.
Before starting, the child clears space, checks where others are, and positions materials to work safely without adult prompting.
If a tool slips or a build becomes unstable, the child pauses, adjusts grip/position, and continues with safer, more controlled actions.
