Climbs confidently and is beginning to pull themselves up on nursery play climbing equipment.
Observe whether the child: climbs confidently and is beginning to pull themselves up on nursery play climbing equipment.
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
Child attempts climbing with hesitation and needs close adult support (hand-holding or steadying). They may pull up partly but stop, sit down, or need help to complete the climb.
What you might see
Stands near a low climbing frame but does not place hands on it or attempt a step up.
Tries to climb but slips immediately and stops without reattempting.
Needs an adult to lift them onto the equipment (no self-pull or step).
Places hands on equipment and lifts one foot up but then sits back down or freezes.
Pulls up partway with adult holding them, but cannot complete getting onto the platform.
Climbs only when an adult’s hand is held the whole time.
Expected
On track
Child climbs onto low equipment with some confidence in familiar nursery/park setups, using hands to pull and feet to step. They can pull themselves up with support available (rail/rope) but may move slowly or need occasional adult reassurance.
What you might see
Climbs onto a low step/platform by holding a rail and stepping up, then turns to sit or stand.
Pulls themselves up onto equipment using both hands on a bar, with a brief wobble.
Repeats a familiar climb sequence (same steps) during play, occasionally looking to adult for reassurance.
Exceeding
Going further
Child climbs confidently on age-appropriate equipment and begins to pull themselves up using hands/arms and stepping feet with coordinated movements. They manage short climbs repeatedly and recover balance by gripping or pausing.
What you might see
Climbs up a short ladder/steps on nursery equipment with coordinated hand and foot placement.
Pulls body upward using arms while stepping up, then stands or moves along the platform.
When slightly off-balance, grips tighter or pauses rather than falling, then continues climbing.
Chooses different routes up the same equipment (steps vs. ramp) and climbs without hesitation.
Repositions hands to a higher hold before lifting the body up (planning the movement).
Uses simple safety awareness: slows down near an edge, looks down, or tests a foothold before stepping.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Playground: At a low climbing frame, watch whether your child pulls themselves up using a bar/rail rather than needing you to lift them.
Soft play/nursery: Observe if your child climbs onto a platform confidently and repeats the climb during the same visit.
Outdoor steps: On a small set of safe steps with a handrail, notice whether your child uses hands to steady and pulls up as they step.
Transition game: Say “Can you climb up and wave?”—see whether your child initiates the climb independently and manages balance at the top.
Busy environment: When other children are nearby, observe whether your child still climbs with control (pauses, waits, grips) rather than 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 (16–26 months).
Climbing and pulling up on equipment provide observable evidence of coordination, strength, and balance in toddler gross motor development.
Developmental research
Bayley, N. (2006). Bayley Scales of Infant and Toddler Development (3rd ed.).
Developmental assessment frameworks include climbing/stepping and related gross motor coordination tasks as measurable indicators of early motor progression.
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 avoids climbing equipment or cannot coordinate hands and feet to climb up even a low step/ladder rung. They may stay on the ground or require full lifting by an adult.
Stands near a low climbing frame but does not place hands on it or attempt a step up.
Tries to climb but slips immediately and stops without reattempting.
Needs an adult to lift them onto the equipment (no self-pull or step).
Emerging
Child attempts climbing with hesitation and needs close adult support (hand-holding or steadying). They may pull up partly but stop, sit down, or need help to complete the climb.
Places hands on equipment and lifts one foot up but then sits back down or freezes.
Pulls up partway with adult holding them, but cannot complete getting onto the platform.
Climbs only when an adult’s hand is held the whole time.
Developing
Child climbs onto low equipment with some confidence in familiar nursery/park setups, using hands to pull and feet to step. They can pull themselves up with support available (rail/rope) but may move slowly or need occasional adult reassurance.
Climbs onto a low step/platform by holding a rail and stepping up, then turns to sit or stand.
Pulls themselves up onto equipment using both hands on a bar, with a brief wobble.
Repeats a familiar climb sequence (same steps) during play, occasionally looking to adult for reassurance.
Secure
Child climbs confidently on age-appropriate equipment and begins to pull themselves up using hands/arms and stepping feet with coordinated movements. They manage short climbs repeatedly and recover balance by gripping or pausing.
Climbs up a short ladder/steps on nursery equipment with coordinated hand and foot placement.
Pulls body upward using arms while stepping up, then stands or moves along the platform.
When slightly off-balance, grips tighter or pauses rather than falling, then continues climbing.
Reflexive
Child adapts climbing strategies across different equipment (steps, ramps, low ladders), choosing handholds and repositioning feet efficiently. They initiate climbing play, show awareness of safe movement (pauses, checks footing), and may help peers by demonstrating where to hold.
Chooses different routes up the same equipment (steps vs. ramp) and climbs without hesitation.
Repositions hands to a higher hold before lifting the body up (planning the movement).
Uses simple safety awareness: slows down near an edge, looks down, or tests a foothold before stepping.
